environmental science - city of burlington public school ... 7 through 12 curriculum...

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CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM

Environmental Science

Revision Date: July 2019

Submitted by: Tracy Lundgren

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Table of Contents: Course Overview 3

Pacing Chart 4

Unit #1 Overview At-a-Glance 5

Unit #1 Targeted Instructional Planning to Address Central Unit Standards 9











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Course Overview In this course, students will study the interactions between the chemical, biological, and physical components of the environment. Students will analyze the impact of population growth on natural resources, water resources, and the risks associated with growth in a developing world. Emphasis will be placed on the nature and extent to which human activity impacts all aspects of the environment. Topics of study include Physics of Earth System, Interdependent Relationships in Ecosystems, Dynamic Earth Systems, Human Activity and the Climate System, Human Activity and Sustainability, and Human Activity and Energy.

The New Jersey Student Learning Standards provide a consistent, clear understanding of what students are expected to

learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and

relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and

careers. With American students fully prepared for the future, our communities will be best positioned to compete

successfully in the global economy.

The curriculum guide has been generated to not only help students achieve the New Jersey Student Learning Standards, but to ensure that students will be prepared for college and career opportunities following high school graduation. Primary Resource(s)

Textbooks Title: Environmental Science: Your World, Your Turn Publisher: Pearson Education Copyright: 2011

Supplemental Materials (including various level of texts at each grade level)

CK-12

Science World

Read Works

Pearson Realize Reader

Exploring Earth

Bozeman Science

Science News for Students

Prentice Hall Science Explorer Series (2007)

https://www.ck12.org/

https://scienceworld.scholastic.com/

https://www.readworks.org/

https://reader.pearsonrealize.com/#/bookshelf

http://www.classzone.com/books/earth_science/terc/navigation/home.cfm

http://www.bozemanscience.com/

https://www.sciencenewsforstudents.org/

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Pacing Chart Unit # & Title Pacing

(must equal 165 days for full-year or 83 days for

half-year course)

Unit #1 – Physics of the Earth System

30

Unit #2 – Interdependent Relationships in Ecosystems

30

Unit #3 – Dynamic Earth Systems

30

Unit #4 – Human Activity & the Climate System

30

Unit #5 – Human Activity & Sustainability

30

Unit #6 – Human Activity & Energy

15

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Unit 1 Overview At-a-Glance

Unit #1 – Physics of the Earth System

Unit Description: How much force and energy is needed to move a continent?

In this unit, students investigate the energy within the Earth as it drives Earth's surface processes. Students develop models based on

evidence of the Earth's interior to describe the cycle of matter by thermal convection. Finally, students evaluate evidence of the past and

current movements of continental and oceanic crust for theory of plate tectonics to explain the ages of crustal rocks. The crosscutting

concepts of patterns and stability, cause and effect, stability and change, energy and matter, and systems and systems models are the

organizing concepts for these disciplinary core ideas.

Essential Skills:

Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the

ages of crustal rocks.

Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form

continental and ocean-floor features.

Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.

Standards Addressed within this Unit

Central Unit Standards- This unit will focus primarily on

learning goals aligned with the following standards:

https://www.nj.gov/education/cccs/

Standards:

NJSLS – Science

HS-ESS1-5

HS-ESS2-1

HS-ESS2-3

NJSLS – English Language Arts

RST.9-10.1

RST.9-10.7

RST.9-10.8

WHST.9-10.1

Supporting Unit Standards- This unit will also include activities

aligned with the following standards:

Standards:

NJSLS – Science

HS-PS4-1

NJSLS - Mathematics

MP.2

MP.4

HSS-ID.C.7

HSS-ID.C.9

HSN.Q.A.1

HSN.Q.A.2

HSN.Q.A.3


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WHST.9-10.9

WHST.9-10.2

HSA.CED.A.4

Visual and Performing Arts Standards- (K5-5) This unit will

also include activities aligned with the following standards:

https://www.state.nj.us/education/cccs/2014/arts/

Standard 1.1 The Creative Process

N/A – High School

Standard 1.2 History of the Arts and Culture

N/A – High School

Standard 1.3 Performing

N/A – High School

Standard 1.4 Aesthetic Responses & Critique Methodologies

N/A – High School

Holocaust/Amistad Commission Standards Integration- This

unit will also include activities aligned with the following

standards (where applicable):

Integration of Contributions of Persons with Disabilities - This

unit will also include instruction on the political, economic, and

social contributions of persons with disabilities with the following

content/activities (where applicable):

Integration of Contributions of LGBT People - This unit will

also include instruction on the political, economic, and social

contributions of LGBT people with the following content/activities

(where applicable):

Unit Details

Modifications for Special Education Students, English

Language Learners (ELLs), Students at Risk of Failure, 504

Students and Gifted Students- Modify instructional approach

and/or assignments and evaluations as needed for students with

IEPs, ELLs, students at risk of failure 504s, and gifted and talented

students including but not limited to:

Special Education Students

Extended Time

Altered Assignment Length

Break Assignments Down (Chunking)

English Language Learners (ELLs)

Simplified Text

Sentence Starters

Heterogeneous Grouping

Integration of 21st century skills through NJSLS 9 and Career

Education:

https://www.state.nj.us/education/cccs/2014/career/

9.1 – Personal Financial Literacy

“Fault Lines: Do I Need Earthquake Insurance?” After reading

the brief article, students will complete a simple cost benefit

analysis of the need for earthquake insurance. Students will

generate ideas of scenarios in which it may be in their interest

to have this insurance policy. (9.1.12.G.4)

9.2 – Career Awareness, Exploration, and Preparation

“Cool Jobs: Mapping the Unknown” Close Read Assignment

(9.2.12.C.5)

Career Ready Practices



https://www.usaa.com/inet/wc/advice-disaster-knowyourquake?akredirect=true

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Students at Risk of Failure

Peer Mentor

Offer Assignment Choices

504 Students

Graphic Organizers

Task Checklist

Gifted and Talented Students

Altered Text Complexity (Higher Lexile Levels)

Vertical Enrichment

Activities in the curriculum help develop life and career skills in

all students by promoting flexibility and adaptability, requiring

initiative and self-direction in the learning process, supporting

social and cross-cultural skills in both content and teamwork

efforts, and measuring productivity and accountability through

independent and group assignment completion.

Throughout the course, students:

Communicate clearly, effectively, and with reason through

open-ended responses (both orally and in writing),

presentations (oral and written), and while working

collaboratively in lab and group activities. (CRP4.)

Consider the environmental, social and economic impacts of

decisions through the evaluation of informational text, various

media sources, data/statistics, and historical events. Decisions

evaluated range from a personal to an international level, and

the effects studied range from local to global impacts. (CRP5.)

Demonstrate creativity and innovation in the creation of

projects, alternative solutions, and engineering prototypes.

(CRP6.)

Employ valid and reliable research strategies by using

resources available to complete in depth assignments such as

research papers, lab reports, and CERs. (CRP7.)

Utilize critical thinking to make sense of problems and

persevere in solving them in lab activities, engineering design

challenges, and the development of arguments and

explanations based on evidence. (CRP8.)

Model integrity, ethical leadership and effective management

by working as a team in lab and on group assignments. (CRP9.)

Use technology as a tool to research, organize, evaluate, and

communicate information through activities such as

simulations, lab reports, digital presentations, research reports,

and the use of applications such as Google Classroom.

(CRP11.)

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Work productively in heterogeneous lab groups drawing on

each members’ strengths to complete the given task. (CRP12.)

Assessments- including benchmarks, formative, summative,

and alternative assessments

Unit Pre-Test

Daily Warm-Ups

Class Discussions / Informal Formative Questioning

Throughout Lessons

Modeling Activities

Simulations

Labs

Topic Quizzes

CER Writing Assignments

Informational Text Assignments

Unit Assessment(s) – Test and/or Portfolio

Suggested Interdisciplinary Activities for this Unit

Career Education: “Cool Jobs: Mapping the Unknown” After

reading the article and completing Close Read Annotations,

students will create a digital poster in Google Slides for each of the

scientists profiled. (9.2.12.C.5)

Health/PE: Students will create disaster preparedness plan for

their family. (2.1.12.A.1)

English Language Arts/Literacy: “The 2004 Sumatra Earthquake

and Indian Ocean Tsunami: What Happened and Why”

Informational Text: Students will write a CER in response to the

article and a given prompt. (RST.9-10.1, RST.9-10.8, WHST.9-

10.9 )

Math: Hotspot Lesson (MP.2, MP.4, HSS-ID.C.7, HSS-ID.C.9)

Unit Resources

Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches.

Resources should include textual support but also span multimedia options to engage multiple modalities. In addition, to support

struggling readers and increase rigor for advanced readers, the coursework may also draw on additional developmentally appropriate

resources to facilitate challenging levels of work for all students.

Leveled Supplemental Materials and Media/School Library

Resources

CK-12

Science World

Read Works


Exploring Earth

Bozeman Science



Integration of the Technology Standard 8

https://www.nj.gov/education/aps/cccs/tech/

8.1 – Educational Technology

Throughout the course, students will:

Collaborate with peers through Google Classroom to discuss

causes and solutions to real world problems (8.1.12.A.3)

Create and contribute to digital presentations as well as

collaborate with peers to develop solutions to real world

problems through online simulations and Google Classroom.

(8.1.12.C.1)









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Properly cite sources when information, images, and other

original works are used. (8.1.12.D.1)

Develop and investigate a claim using multiple sources and

media. The information collected will be used to write a

research paper and/or CER which will be submitted

electronically through Google Classroom. (8.1.12.E.1)

8.2 - Technology Education, Engineering, Design and

Computational Thinking – Programming

Throughout the unit, students will:

Synthesize data, analyze trends and draw conclusions regarding

the effect of technology through online simulations and

research. (8.2.12.D.6)

Unit #1 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and

Student Learning Objective

Suggested Instructional

Activities

Suggested Student Output Formative Assessments

(Portfolios, Projects, Tasks,

Evaluations, & Rubrics)

HS-ESS2-1

Develop a model to illustrate

how Earth’s internal and

surface processes operate at

different spatial and temporal

scales to form continental and

ocean-floor features.

Science and Engineering

Practices:

~ Developing and Using

Models

Develop a model based on

evidence to illustrate the

relationships between

~ Interactive Slideshows, Class

Discussions, Small Groups,

Digital Media, and

Informational Text to present /

explain the Disciplinary Core

Ideas and answer key

questions such as:

How has Earth changed

over time?

How have continental and

ocean floor features

formed?

What accounts for the

distribution of most rocks

~ Various types of student

generated notes/references

Guided notes

Graphic organizers

Interactive notebook

entries

Close read annotations

~ Natural and Agricultural

Erosion Rates – Students will

analyze evidence obtained

from the activity and present

their findings in a written

response.

~ Daily Warm-Ups

~ Class Discussions

~ Natural and Agricultural

Erosion Rates assessed by

corresponding rubric

~ Hotspot Lesson assessed by


~ Interactive Activities and

Labs assessed by

corresponding rubrics

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systems or between

components of a system.

Disciplinary Core Ideas:

~ ESS2.A: Earth Materials and

Systems

Earth’s systems, being

dynamic and interacting,

cause feedback effects that

can increase or decrease

the original changes. A

deep knowledge of how

feedbacks work within and

among Earth’s systems is

still lacking, thus limiting

scientists’ ability to predict

some changes and their

impacts.

~ ESS2.B: Plate Tectonics and

Large-Scale System

Interactions

Plate tectonics is the

unifying theory that

explains the past and

current movements of the

rocks at Earth’s surface

and provides a framework

for understanding its

geologic history.

Plate movements are

responsible for most

continental and ocean-floor

features and for the

and minerals within Earth’s

crust?

~ Activities

Natural and Agricultural

Erosion Rates

Hotspot Lesson: Hotspot

Theory and Plate

Velocities (Math MP.2,

MP.4, HSS-ID.C.7, HSS-

ID.C.9)

~ Simulations

UNAVCO (Math MP.2,

MP.4 HSN.Q.A.1,

HSN.Q.A.2, HSN.Q.A.3)

World: Tectonic Plates,

Earthquakes & Volcanoes

(ELA WHST.9-10.1)

Constructive Forces of

Mountain Building

~ Labs

Erosion, Deposition, and

Landscape Evolution

(ELA WHST.9-10.2)

Measuring Rates of

Landscape Evolution (ELA

WHST.9-10.1)

Glacier Slide (ELA

WHST.9-10.2)

~ Hotspot Lesson – Students

will graph a data set consisting

of ages of some Hawaiian

Volcanoes and seamounts and

how far they are from the

active volcanism. They will

then fit the data with a line of

best fit and estimate the plate

velocity by taking the slope of

the line.

~ UNAVCO – Students will

use real-time plate motion data

from to determine the rate at

which plates move. Students

will also compare GPS data of

plate motion to determine the

rate at which tectonic plates

move. Students will

communicate their findings

graphically.

~ World: Tectonic Plates,

Earthquakes, & Volcanoes –

After exploring the interactive,

students will use CER format

to respond to the question,

“How are the tectonic plates

related to earthquakes and

volcanoes?”

~ Lab Reports assessed by


~ CERs assessed by


~ Informational Text assessed

by corresponding rubric

~ Topic Quiz

https://serc.carleton.edu/integrate/teaching_materials/sustain_agriculture/activity3.html

https://serc.carleton.edu/integrate/teaching_materials/sustain_agriculture/activity3.html

https://serc.carleton.edu/sp/erese/hotspot-theory-plate-velocities.html



https://www.unavco.org/education/resources/data-for-educators/data-for-educators.html

https://www.iris.edu/hq/inclass/interactive/world_tectonic_plates_earthquakes__volcanoes


https://www.earthsciweek.org/classroom-activities/constructive-forces-mountain-building

https://www.earthsciweek.org/classroom-activities/constructive-forces-mountain-building

https://d32ogoqmya1dw8.cloudfront.net/files/NAGTWorkshops/time/activities/huntington_post.v2.pdf




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distribution of most rocks

and minerals within Earth’s

crust.

Crosscutting Concepts:

~ Stability and Change

Change and rates of change

can be quantified and

modeled over very short or

very long periods of time.

Some system changes are

irreversible.

~ Informational Text

How Erosion Builds

Mountains (ELA RST.9-

10.1, RST.9-10.8,WHST.9-

10.9)

~ Constructive Forces of

Mountain Building – Students

will explore interactive maps

and analyze data to determine

the factors that best influence

the creation of mountain

chains. Students will complete

a lab simulation

analysis/report.

~ Erosion, Deposition, and

Landscape Evolution –

Students will construct a

model landscape and

demonstrate the effects of

erosion and deposition on the

landscape. Upon completion,

students will write a formal lab

report.

~ Measuring Rates of

Landscape Evolution – Using

student constructed models,

students will measure and

calculate erosion rates of

various landscapes. This

evidence collected will be used

to help explain the core

question, “How do millions of

years of erosion and mountain

building help shape Earth’s

surface?” in a CER format.

https://www.scientificamerican.com/article/how-erosion-builds-mountains-2005-07/

https://www.scientificamerican.com/article/how-erosion-builds-mountains-2005-07/

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~ Glacier Slide – Students will

model the movement of

glaciers and the resulting

effects on the landscape.

Students will describe their

findings in a formal lab report.

~ How Erosion Builds

Mountains – Students will

write an essay identifying

feedbacks in the mountain

building process using

evidence obtained from the

article and Isostasy.

HS-ESS2-3


evidence of Earth’s interior to

describe the cycling of matter

by thermal convection.


Practices:


Models




systems or between





Digital Media, and




questions such as:

What is the driving force

that causes continents to

move?

How is enough energy

generated to cause this

phenomenon?

~ Activities

Modeling Earth’s

Dimensions

~ Labs



Guided notes

Graphic organizers


entries


~ Modeling Earth’s

Dimensions: Students will

create a model representing the

layers of Earth.

~ Thermal Convection

Currents: Students will model

plate motion caused by

convection in Earth’s mantle

and complete a written

analysis in a lab report.

~ Daily Warm-Ups

~ Class Discussions

~ Modeling Earth’s

Dimensions assessed by


~ IRIS Seismic Wave

Simulator assessed by


~ Interactive Activities and

Labs assessed by




http://www.geo.cornell.edu/hawaii/220/PRI/isostasy.html

https://manoa.hawaii.edu/exploringourfluidearth/node/1337


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Systems

Evidence from deep probes

and seismic waves,

reconstructions of

historical changes in

Earth’s surface and its

magnetic field, and an

understanding of physical

and chemical processes

lead to a model of Earth

with a hot but solid inner

core, a liquid outer core, a

solid mantle and crust.

Motions of the mantle and

its plates occur primarily

through thermal

convection, which involves

the cycling of matter due to

the outward flow of energy

from Earth’s interior and

gravitational movement of

denser materials toward the

interior.


Large-Scale System

Interactions

The radioactive decay of

unstable isotopes

continually generates new

energy within Earth’s crust

and mantle, providing the

primary source of the heat

Thermal Convection

Currents (ELA WHST.9-

10.2)

Magnets at the Core (ELA

WHST.9-10.2)

~ Simulations

IRIS Seismic Wave

Simulator (also HS-PS4-1

and ELA RST.9-10.7)

Determining Earth’s

Layered Interior (also HS-

PS4-1and ELA WST.9-

10.1)


The 2004 Sumatra

Earthquake and Indian

Ocean Tsunami: What

Happened and Why (ELA

RST.9-10.1, RST.9-10.8,

WHST.9-10.9 )

Eruption of Kilauea (ELA

RST.9-10.1, RST.9-10.8,

RST.9-10.7,WHST.9-10.9)

~ Magnets at the Core:

Students will model the

process of magnetic pole

reversal through the layers of

Earth’s core and complete the

corresponding lab analysis.

~ IRIS Seismic Wave

Simulator: Students will

visualize and describe waves

traveling through Earth's

interior and radiating outward

on the surface after an

earthquake.

~ Determining Earth’s Layered

Interior: Students will model

and examine seismic evidence

to determine that the Earth

cannot have a homogeneous

composition, but must have a

layered internal structure.

Students complete a lab report

including a CER in response to

this statement.

~ Eruption of Kilauea:

Students will respond to

prompts in CER format based

on multiple sources

informational text and data.

~ CERs assessed by




~ Topic Quiz

http://www.earthsciencewa.com.au/mod/resource/view.php?id=1092


https://www.earthsciweek.org/classroom-activities/magnets-core

http://ds.iris.edu/seismon/swaves/


https://www.iris.edu/hq/inclass/lesson/determining_and_measuring_earths_layered_interior


https://www.iris.edu/hq/inclass/lesson/seismology_special_issue_the_earth_scientist_2005




https://docs.google.com/document/d/1nxWOTxiGgDLzHG5fRUx8YGuD5jIph4BYwaWAFLev5Zk/edit?usp=sharing

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that drives mantle

convection. Plate tectonics

can be viewed as the

surface expression of

mantle convection.


~ Energy and Matter

Energy drives the cycling

of matter within and

between systems.

~ The 2004 Sumatra

Earthquake and Indian Ocean

Tsunami: What Happened and

Why: Students will write a

CER in response to the article

and a given prompt.

HS-ESS1-5

Evaluate evidence of the past

and current movements of

continental and oceanic crust

and the theory of plate

tectonics to explain the ages of

crustal rocks.


Practices:

~ Engaging in Argument from

Evidence

Evaluate evidence behind

currently accepted

explanations or solutions to

determine the merits of

arguments.


~ ESS1.C: The History of

Planet Earth



Digital Media, and




questions such as:

Are all rocks the same age?

How do scientists use

relative dating methods to

determine the age of rocks?

How do scientists

determine the age of rocks

using absolute dating

methods?

~ Activities

Age of Crustal Rocks

(ELA WHST.9-10.2)

~ Simulations / Virtual Labs



Guided notes

Graphic organizers


entries


~ Age of Crustal Rocks: Using

evidence from activities, labs,

and research, students write

informative text about the ages

of crustal rocks based on past


continental and oceanic crust.

~ Le Pichon's Seafloor Age

Map and Field Data Analysis

~ Graphical and Written

Analysis of Interactive

Activities and Labs

~ Daily Warm-Ups

~ Class Discussions

~ Age of Crustal Rocks

assessed by rubric


assessed by corresponding

rubrics



~ CERs assessed by


~ Topic Quiz

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Continental rocks, which

can be older than 4 billion

years, are generally much

older than the rocks of the

ocean floor, which are less

than 200 million years old.


Large-Scale System

Interactions

Plate tectonics is the

unifying theory that

explains the past and

current movements of the

rocks at Earth’s surface

and provides a framework

for understanding its

geologic history.

~ PS1.C: Nuclear Processes

Spontaneous radioactive

decays follow a

characteristic exponential

decay law. Nuclear

lifetimes allow radiometric

dating to be used to

determine the ages of rocks

and other materials.


~ Patterns

Empirical evidence is

needed to identify patterns.

Le Pichon’s 1968 seafloor

age data: Students map and

analyze Le Pichon's field

data to identify patterns in

the ages of the ocean floor.

Extensions: Additional

maps and data may be

found at NOAA Marine

Geology and Geophysics

and from their image site.

(Math MP.2, MP.4

HSN.Q.A.1, HSN.Q.A.2,

HSN.Q.A.3; ELA RST.9-

10.7)

IODP: Deep Earth

Academy Core Data

investigations: Students

investigate seafloor core

data to evaluate multiple

lines of evidence to support

the dynamic plate theory.

(example investigations

listed below)

1. The Race is On… with

Seafloor Spreading

2. Sediment Deposition

Supports Seafloor

Spreading

Google Earth Age of the

Lithosphere: Students

compare the age of the

seafloor and continental

crust using the data at this

~ Design a model of three

different fault types.

~ Dating Popcorn: Students

will create a graphical analysis

of decay rates and

corresponding calculation of

half-lives of isotopes. This

evidence will then be used to

write a claim regarding the age

of various materials.


Annotations

~ CER Analyses

http://earthref.org/ERDA/549/


http://www.ngdc.noaa.gov/mgg/ocean_age/ocean_age_2008.html

http://www.ngdc.noaa.gov/mgg/ocean_age/ocean_age_2008.html

https://www.ngdc.noaa.gov/mgg/image/crustalimages.html

https://joidesresolution.org/classroom-activities/



https://joidesresolution.org/activities/seafloor-race/

https://joidesresolution.org/activities/seafloor-race/

https://joidesresolution.org/activities/seafloor-spreading/



http://nachon.free.fr/GE/Welcome.html

http://nachon.free.fr/GE/Welcome.html

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site, or USGS data found

here.

~ Lab Activities

A Model of Three Faults

Dating Popcorn ((Math

MP.2, HSA.CED.A.4)

~ Informational Text:

Cool Jobs: Mapping the

Unknown (ELA RST.9-

10.1, RST.9-10.8,

WHST.9-10.9)

When and how did plate

tectonics begin on Earth?

(ELA RST.9-10.1, RST.9-

10.8, WHST.9-10.9)

Continental Movement by

Plate Tectonics (ELA

RST.9-10.1, RST.9-10.8,

WHST.9-10.9)

RST.9-10.1

Accurately cite strong and

thorough evidence from the

text to support analysis of

science and technical texts,

attending to precise details for

explanations or descriptions.


Assignments – Throughout the

course, informational text is

consistently infused into

lessons through various means

including but not limited to:

Current Events

Article Analysis

STEM Career Series

Informational Text

Activities Listed Above

~ Close Read Annotations

~ Article Summary

~ Article Analysis

~ Student Generated Notes

~ Reading Comprehension

Questions

~ CER

~ Peer Evaluation

~ Article Summaries assessed


~ Article Analyses assessed by



~ CERs assessed by


http://earthquake.usgs.gov/data/crust/

https://www.earthsciweek.org/classroom-activities/a-model-of-three-faults

https://www.earthsciweek.org/classroom-activities/dating-popcorn

https://www.sciencenewsforstudents.org/article/cool-jobs-mapping-unknown

https://www.sciencenewsforstudents.org/article/cool-jobs-mapping-unknown

https://www.earthmagazine.org/article/when-and-how-did-plate-tectonics-begin-earth

https://www.earthmagazine.org/article/when-and-how-did-plate-tectonics-begin-earth



https://www.sciencenewsforstudents.org/collections/cool-jobs

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RST.9-10.7

Translate quantitative or

technical information

expressed in words in a text

into visual form (e.g., a table

or chart) and translate

information expressed visually

or mathematically (e.g., in an

equation) into words.

~ IRIS Seismic Wave

Simulator

~ Eruption of Kilauea

~ Le Pichon’s 1968 seafloor

age data

~ Students describe the pattern

of seismic waves produced in

the simulation in a written

response to analysis questions.

Data is provided both visually

through the simulation and

graphically as the simulation

runs.

~ Students respond to a series

of prompts based on an

informational text article,

maps, and photographs.

~ Students will use

information provided in a data

table to describe patterns in the

ages of the ocean floor.

~ IRIS Seismic Wave

Simulator will be assessed by

the corresponding rubric.

~ Eruption of Kilauea will be

assessed by the appropriate

rubric.

~ Le Pichon’s 1968 seafloor

age data will be assessed by

the corresponding rubric.

RST.9-10.8

Determine if the reasoning and

evidence in a text support the

author’s claim or a

recommendation for solving a

scientific or technical problem.


Assignments: Throughout the





Current Events

Article Analysis

STEM Career Series

Informational Text



~ Article Summary

~ Article Analysis



Questions

~ CER

~ Peer Evaluation






~ CERs assessed by


WHST.9-10.1

Write arguments to support

claims in an analysis of

~ Claim – Evidence –

Reasoning: Using evidence

and scientific reasoning to

~ CER responses to prompts

specific to the assignment

~ CERs assessed by the




https://docs.google.com/document/d/1nxWOTxiGgDLzHG5fRUx8YGuD5jIph4BYwaWAFLev5Zk/edit?usp=sharing




18

substantive topics or texts,

using valid reasoning and

relevant sufficient textual and

non-textual evidence.

defend a claim is an essential

skill in science and will be

practiced continually

throughout the course.

Examples of these CER

assignments could include:

Informational Text

Assignments

Lab Reports

World: Tectonic Plates,

Earthquakes & Volcanoes

Measuring Rates of

Landscape Evolution

Determining Earth’s

Layered Interior

WHST.9-10.9

Draw evidence from

informational texts to support

analysis, reflection, and

research.


Assignments – Throughout the





Current Events

Article Analysis

STEM Career Series

Informational Text



~ Article Summary

~ Article Analysis



Questions

~ CER

~ Peer Evaluation






~ CERs assessed by


WHST.9-10.2

Write informative/explanatory

texts, including the narration of

historical events, scientific

procedures experiments, or

technical processes.

~ Activities

Age of Crustal Rocks

~ Lab Reports

Erosion, Deposition, and

Landscape Evolution

Glacier Slide

~ Age of Crustal Rocks: Using

evidence from activities, labs,

and research, students write

informative text about the ages

of crustal rocks based on past

~ Age of Crustal Rocks


rubric












19

Thermal Convection

Currents

Magnets at the Core


continental and oceanic crust.

~ Lab Reports


Unit #2 – Interdependent Relationships in Ecosystems

Unit Description: How do organisms interact with the living and nonliving environments to obtain matter and energy?

In this unit, students investigate to answer the question "how and why do organisms interact with each other (biotic factors) and their

environment (abiotic factors), and what affects these interactions?" The disciplinary core ideas of the unit include the interdependent

relationships in ecosystems; dynamics of ecosystems; and functioning, resilience, and social interactions. Students use mathematical

reasoning and models to make sense of carrying capacity, factors affecting biodiversity and populations, the cycling of matter and flow

of energy through systems. The crosscutting concepts of scale, proportion, and quantity and stability and change are the organizing

concepts for the disciplinary core ideas. Students are expected to use mathematical reasoning and models to demonstrate proficiency

with the disciplinary core ideas.

Essential Skills:

Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems

at different scales.

Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and

populations in ecosystems of different scales.

Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and

types of organisms in stable conditions but changing conditions may result in a new ecosystem.





Standards:



Standards:

NJSLS – Mathematics



https://www.earthsciweek.org/classroom-activities/magnets-core


20

NJSLS - Science

HS-LS2-1

HS-LS2-2

HS-LS2-6


RST.9-10.1

WHST.9-10.9

WHST.9-10.2

MP.2

MP.4

HSN.Q.A.1

HSN.Q.A.2

HSN.Q.A.3

HSS-IC.A.1





N/A – High School


N/A – High School


N/A – High School


N/A – High School








STEM Career Series - “Disabilities don’t stop these experts in

science and tech” (see below)




(where applicable):

Unit Details








Education:




http://www.corestandards.org/Math/Practice/MP2

http://www.corestandards.org/Math/Practice/MP2

http://www.corestandards.org/Math/Content/HSN/Q




http://www.corestandards.org/Math/Content/HSS/IC



https://www.sciencenewsforstudents.org/article/disabilities-dont-stop-these-experts-science-and-tech



21


Fewer items per page

Test in small group setting

Frequent breaks


Single step directions

Highlighted words

Peer tutor


Use positive reinforcement

Limit number of directions given at a time

504 Students

Preferential seating

Use logical consequences

Vary instructional pace


Create an environment that encourages creativity

Expand students’ time for reading

Allow choices in their learning

STEM Career Series - “Disabilities don’t stop these experts in

science and tech”: (see below) (9.2.12.C.5)

9.3 – Career and Technical Education

Career Ready Practices Activities in the curriculum help develop life and career skills in all

students by promoting flexibility and adaptability, requiring












media sources, data / statistics, and historical events. Decisions





(CRP6.)


resources available in order to complete in depth assignments

such as research papers, lab reports, and CERs. (CRP7.)










22

Use technology as a tool in order to research, organize,

evaluate, and communicate information through activities such

as simulations, lab reports, digital presentations, research

reports, and the use of applications such as Google Classroom.

(CRP11.)


each members strengths in order to complete the given task.

(CRP12.)



Unit Pre-Test

Daily Warm-Ups


Throughout Lessons

Modeling Activities

Simulations

Labs

Topic Quizzes




Suggested Interdisciplinary Activities for this Unit (each

activity must include a corresponding grade-level standard)

Career Education: STEM Career Series -

“Disabilities don’t stop these experts in science and tech”: After

reading the article, students will create a digital poster in Google

Slides for each of the scientists profiled. (9.2.12.C.5)

English Language Arts/Literacy: Case Studies (see below)

(RST.9-10.1, WHST.9-10.9)

Math: Colony Collapse Disorder and an Analysis of Honey Bee

Colony Numbers (see below) (Math MP.2, MP.4, HSN.Q.A.1,


Technical Subjects: Case Study: Loggerhead Turtles and

Population Models (see below) ((8.1.12.E.1)

Unit Resources






Resources

CK-12

Science World

Read Works











23


Exploring Earth

Bozeman Science








(8.1.12.C.1)
















Activities




HS-LS2-1

Use mathematical and/or

computational representations

to support explanations of

factors that affect carrying

capacity of ecosystems at

different scales.

~ Interactive Slideshows,

Class Discussions, Small

Groups, Digital Media, and

Informational Text to

present/explain the

Disciplinary Core Ideas and

answer key questions such as:



Guided notes

Graphic organizers


entries


~ Daily Warm-Ups

~ Class Discussions

~ African Lions: Modeling

Populations assessed by

rubric.





24


Practices

~ Using Mathematics and

Computational Thinking

● Use mathematical and/or

computational

representations of

phenomena or design

solutions to support

explanations.

Disciplinary Core Ideas

~ LS2.A: Interdependent

Relationships in Ecosystems

● Ecosystems have carrying

capacities, which are limits

to the numbers of

organisms and populations

they can support. These

limits result from such

factors as the availability

of living and nonliving

resources and from such

challenges such as

predation, competition,

and disease. Organisms

would have the capacity to

produce populations of

great size were it not for

the fact that environments

and resources are finite.

This fundamental tension

When they relocate bears,

wolves, or other predators,

how do they know that

they will survive?

~ Activities

African Lions: Modeling

Populations (Math MP.2,

MP.4, HSN.Q.A.1,



Population Explosion

Population Biology (ELA

WHST.9-10.2)

~ Labs

Duck, Duck, Growth

(Math MP.4, HSN.Q.A.1,

HSN.Q.A.2, HSN.Q.A.3;

ELA WHST.9-10.2)


Case Study: Loggerhead

Turtles and Population

Models (ELA RST.9-10.1,

WHST.9-10.9)

~ African Lions: Modeling

Populations – Within this

online activity, students

distinguish between

exponential and logistic

growth of populations,

identify carrying capacity,

differentiate density-

dependent and density-

independent limiting factors,

apply population models to

data sets and determine

carrying capacity from

population data. Furthermore,

students make predictions

from graphs and interpret

graphical data to analyze

factors that influence

population growth.

~ Population Explosion –

Students manipulate factors to

model the changes in a

population of sheep within an

enclosed field over time. The

relationship between the sheep

population size and their

primary food resource is

graphed and students respond

to analysis questions in an

online assessment.



rubrics.



~ Case Study assessed by


~ Topic Quiz

https://learn.concord.org/resources/102/african-lions-modeling-populations

https://learn.concord.org/resources/102/african-lions-modeling-populations




https://learn.concord.org/resources/658/population-explosion

http://www.mhhe.com/biosci/genbio/virtual_labs_2K8/pages/PopulationBiology.html

https://www.cpalms.org/Public/PreviewResourceLesson/Preview/128714




https://www.biologycorner.com/2016/05/08/case-study-loggerhead-turtles-and-population-models/



25

affects the abundance

(number of individuals) of

species in any given

ecosystem.

Crosscutting Concepts

~ Scale, Proportion, and

Quantity

● The significance of a

phenomenon is dependent

on the scale, proportion,

and quantity at which it

occurs.

~ Population Biology –

Students model the effects of

competition on population

growth in this virtual

lab. After completion of the

lab, students take the post-lab

quiz and lab report modules of

the simulation.

~ Duck, Duck, Growth –

Students model the effects of

limiting factors on a pair of

ducks and the carrying

capacity of a

population. Students analyze

and graph their data before

drawing conclusions about the

relationship between limiting

factors and carrying capacity.

~ Case Study: Loggerhead

Turtles and Population Models

– Students complete the case

study using multiple sources

of information.

HS-LS2-2 Use mathematical

representations to support and

revise explanations based on

evidence about factors

affecting biodiversity and

populations in ecosystems of

different scales.





present/explain the




generated notes / references

Guided notes

Graphic organizers


entries


~ Daily Warm-Ups

~ Class Discussions

~ Colony Collapse Disorder

and an Analysis of Honeybee

Colony Numbers

26


Practices



● Use mathematical

representations of

phenomena or design

solutions to support and

revise explanations.


~ LS2.A: Interdependent

Relationships in Ecosystems

● Ecosystems have carrying

capacities, which are limits

to the numbers of

organisms and populations

they can support. These

limits result from such

factors as the availability

of living and nonliving

resources and from such

challenges such as

predation, competition,

and disease. Organisms

would have the capacity to

produce populations of

great size were it not for

the fact that environments

and resources are finite.

This fundamental tension

What limits the number

and types of different

organisms that live in one

place?

~ Activities

Colony Collapse Disorder

and an Analysis of Honey

Bee Colony Numbers

(Math MP.2, MP.4,


HSN.Q.A.3)


Bunny Population Growth

Activity

~ Labs

Biodiversity (ELA

WHST.9-10.2)


Threats to Biodiversity: A

Case Study of Hawaiian

Birds (ELA RST.9-10.1,

WHST.9-10.9)

~ Colony Collapse Disorder

and an Analysis of Honeybee

Colony Numbers – Students

use data from honeybee

populations as a model to

study the dynamics of Colony

Collapse Disorder. Students

represent the information

mathematically using charts,

graphs, and formulas.

~ Bunny Population Growth

Activity – Students collect

data to use as evidence for

their explanation of natural

selection in a rabbit population

in response to changes in

biotic and abiotic factors.

~ Biodiversity – The first part

of the lab requires students to

calculate the diversity index of

a selected habitat. In the

second part of the lab, students

model the effects of

biodiversity on a population

when an epidemic strikes.

~ Threats to Biodiversity: A

Case Study of Hawaiian Birds

– Students complete a case

study analyzing the threats to



rubrics.

~ Labs assessed by




~ Topic Quiz

https://www.nextgenscience.org/sites/default/files/HS-LS_Bee_Colony_version2.pdf






https://phet.colorado.edu/en/simulation/natural-selection

https://phet.colorado.edu/en/simulation/natural-selection

http://www.accessexcellence.org/AE/ATG/data/released/0534-KathyParis/

http://sciencecases.lib.buffalo.edu/cs/files/hawaii.pdf



27

affects the abundance

(number of individuals) of

species in any given

ecosystem.

~ LS2.C: Ecosystem

Dynamics, Functioning, and

Resilience

● A complex set of

interactions within an

ecosystem can keep its

numbers and types of

organisms constant over

long periods of time under

stable conditions. If a

modest biological or

physical disturbance to an

ecosystem occurs, it may

return to its more or less

original status (i.e., the

ecosystem is resilient), as

opposed to becoming a

very different ecosystem.

Extreme fluctuations in

conditions or the size of

any population, however,

can challenge the

functioning of ecosystems

in terms of resources and

habitat availability.

biodiversity of bird

populations in Hawaii.

28


~ Scale, Proportion, and

Quantity

● Using the concept of

orders of magnitude

allows one to understand

how a model at one scale

relates to a model at

another scale.

HS-LS2-6 Evaluate the claims, evidence,

and reasoning that the

complex interactions in

ecosystems maintain

consistent numbers and types

of organisms in stable

conditions but changing

conditions may result in a new

ecosystem.


Practices


Evidence

● Evaluate the claims,

evidence, and reasoning

behind currently accepted

explanations or solutions

to determine the merits of

arguments.







questions such as:

How can a one-or-two-

inch rise in sea level

devastate an ecosystem?

~ Activities

Invasive Species


Rabbits and Wolves (Math

HSS-IC.A.1)

Succession Interactive

~ Labs

Ecosystem in a Jar (ELA

WHST.9-10.2)



Guided notes

Graphic organizers


entries


~ Invasive Species – Students

research and create a digital

profile of a local invasive

species. The profile includes

species characteristics, history,

transport to the area,

procedures taken to

eradicate/counteract the

invasion, and ecosystem /

population outlook.

~ Rabbits and Wolves –

Students run various

simulations collecting data

over periods of time.

~ Daily Warm-Ups

~ Class Discussions

~ Invasive Species assessed by

rubric.

~ Simulations/Virtual Labs


rubrics.


corresponding rubrics.


rubric.

~ Topic Quiz

http://www.shodor.org/interactivate/activities/RabbitsAndWolves/

http://www.corestandards.org/Math/Content/HSS/IC

https://biomanbio.com/HTML5GamesandLabs/EcoGames/succession_interactive.html

https://earthref.org/SCC/lessons/2010/ecology/#day3

29


~ LS2.C: Ecosystem

Dynamics, Functioning, and

Resilience

● A complex set of

interactions within an

ecosystem can keep its

numbers and types of

organisms constant over

long periods of time under

stable conditions. If a

modest biological or

physical disturbance to an

ecosystem occurs, it may

return to its more or less

original status (i.e., the

ecosystem is resilient), as

opposed to becoming a

very different ecosystem.

Extreme fluctuations in

conditions or the size of

any population, however,

can challenge the

functioning of ecosystems

in terms of resources and

habitat availability.



● Much of science deals

with constructing

explanations of how things

change and how they

remain stable.


Mount St. Helens - A

Story of Succession (ELA

RST.9-10.1, WHST.9-

10.9)

~ Succession Interactive –

Students build new

communities from scratch and

after natural disasters have

destroyed the representative

ecosystem. Upon completion,

students complete an online

quiz.

~ Ecosystem in a Jar –

Students design a freshwater

ecosystem and observe the

biodiversity dynamics which

occur over several weeks.

~ Mount St. Helens – A Story

of Succession – After reading

the informational text,

students discuss their findings

in small groups and answer

the attached analysis

questions.

https://www.plt.org/stuff/contentmgr/files/1/47089543432aae6ee76a2c1d9fd698cf/files/focus_on_forests_activity_2_sp_1_mount_st_helens.pdf

https://www.plt.org/stuff/contentmgr/files/1/47089543432aae6ee76a2c1d9fd698cf/files/focus_on_forests_activity_2_sp_1_mount_st_helens.pdf

30

RST.9-10.1








Assignments – Throughout

the course, informational text

is consistently infused into



Current Events

Article Analysis

STEM Career Series

Informational Text



~ Article Summary

~ Article Analysis



Questions

~ Peer Evaluation






Questions

WHST.9-10.9

Draw evidence from



research.







Current Events

Article Analysis

STEM Career Series

Informational Text



~ Article Summary

~ Article Analysis



Questions

~ Peer Evaluation






Questions

WHST.9-10.2


texts, including the narration

of historical events, scientific

procedures/ experiments, or


~ Lab Reports

Population Biology

Duck, Duck, Growth

Biodiversity

Ecosystem in a Jar

~ Lab Reports





31


Unit #3 – Dynamic Earth Systems

Unit Description: How can one explain and predict interactions between Earth materials and within Earth systems?

In this unit, planning and carrying out investigations, analyzing and interpreting data, developing and using models, and engaging in

arguments from evidence are key practices to explore the dynamic nature of Earth systems. Students apply these practices to illustrate how

Earth's interacting systems cause feedback effects on other Earth systems, to investigate the properties of water and its effects on Earth

materials and surface processes, and to model the cycling of carbon through all of the Earth's spheres. Students seek evidence to construct

arguments about the simultaneous co-evolution of the Earth's systems and life on Earth. The crosscutting concepts of energy and matter,

structure and function, and stability and change are called out as organizing concepts for these disciplinary core ideas.

Essential Skills:

Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other

Earth systems.

Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

Construct an argument based on evidence about the simultaneous co-evolution of Earth's systems and life on Earth.





Standards:

NJSLS - Science

HS-ESS2-5

HS-ESS2-2

HS-ESS2-6

HS-ESS2-7


RST.9-10.1



Standards:

NJSLS - Mathematics

MP.2

MP.4

HSN.Q.A.1

HSN.Q.A.2

HSN.Q.A.3


32

RST.9-10.2

RST.9-10.3

WHST.9-10.1

WHST.9-10.2

WHST.9-10.7

WHST.9-10.9





N/A – High School


N/A – High School


N/A – High School


N/A – High School











(where applicable):

STEM Career Series – “Transgender Researchers Want to

Make an Impact” and “Proud to be different in STEM”

– Students read, discuss the impact these scientists have had on

the community, and create a digital poster in Google Slides for

each of the scientists profiled.

Unit Details








Education:





https://www.sciencenewsforstudents.org/article/transgender-researchers-want-make-impact

https://www.sciencenewsforstudents.org/article/transgender-researchers-want-make-impact

https://www.sciencenewsforstudents.org/article/proud-be-different-stem


33


Extended time to complete tasks

Respond orally

Get a written set of instructions given orally


Provide recorded text

Small group discussions

Native language text


Provide hands-on tasks

Reduce the length of the assignment

504 Students

Extra processing time

Use manipulatives

Post rules and consequences for behavior


Avoid drill and practice

Allow flexible seating

Encourage students to explore concepts in depth


STEM Career Series - “Cool Jobs: Bringing Caves' Dark

Secrets to Light” (see below) (9.2.12.C.5)




















(CRP6.)









34







(CRP11.)


each members’ strengths in order to complete the given task.

(CRP12.)



Unit Pre-Test

Daily Warm-Ups


Throughout Lessons

Modeling Activities

Simulations

Labs

Topic Quizzes






Career Education: STEM Career Series - “Cool Jobs: Bringing

Caves' Dark Secrets to Light”: After reading the article, students

create a digital poster in Google Slides for each of the scientists

profiled. (9.2.12.C.5)

English Language Arts/Literacy: Thailand Cave (see below)

(RST.9-10.1, WHST.9-10.1, WHST.9-10.9, WHST.9-10.8)

Math: Dynamic Wetlands (see below) (MP.2, HSN.Q.A.1,

HSN.Q.A.3, MP.4, HSN.Q.A.2)

Technical Subjects: Thailand Cave (see below) (8.1.12.E.1)

Unit Resources






Resources

CK-12




https://www.sciencenewsforstudents.org/article/cool-jobs-bringing-caves-dark-secrets-light

https://www.sciencenewsforstudents.org/article/cool-jobs-bringing-caves-dark-secrets-light



35

Science World

Read Works


Exploring Earth

Bozeman Science










(8.1.12.C.1)
















Activities




HS-ESS2-5

Plan and conduct an

investigation of the properties

of water and its effects on

Earth materials and surface

processes.





present/explain the





Guided notes

Graphic organizers


entries


~ Daily Warm-Ups

~ Class Discussions

~ Making a Cave assessed by








36


Practices

~ Planning and Carrying Out

Investigations

Plan and conduct an

investigation individually

and collaboratively to

produce data to serve as

the basis for evidence, and

in the design: decide on

types, how much, and

accuracy of data needed to

produce reliable

measurements and

consider limitations on the

precision of the data (e.g.,

number of trials, cost, risk,

time), and refine the

design accordingly.


~ ESS2.C: The Roles of Water

in Earth's Surface Processes

The abundance of liquid

water on Earth’s surface

and its unique combination

of physical and chemical

properties are central to

the planet’s dynamics.

These properties include

water’s exceptional

capacity to absorb, store,

How do the properties and

movements of water shape

Earth's surface and affect

its systems?

~ Activities

Making a Cave


USGS Realtime Water

Data and Climate Data

(ELA RST.9-10.3,

WHST.9-10.2)

~ Labs

How Does the Flow of

Groundwater Affect a

Planet’s Surface? (ELA

RST.9-10.3, WHST.9-

10.2)

Chemical Weathering Lab

Stations (ELA RST.9-

10.3, WHST.9-10.2)

Soil Porosity and

Permeability (ELA RST.9-

10.3, WHST.9-10.2)


Carbon Dioxide Could

Explain How Geysers

Spout (ELA RST.9-10.1,

WHST.9-10.1, WHST.9-

10.9)

~ Making a Cave – After

students model the formation

of a cave through chemical

weathering, they will describe

their observations in writing

and through drawings.

~ USGS Realtime Water Data

and Climate Data – Students

create and run an investigation

to determine the relationship

between streamflow and

precipitation data, or another

parameter before

communicating their findings

in a lab report.

~ How Does the Flow of

Groundwater Affect a Planet’s

Surface? – After building a

model and completing the

investigation, students will

complete a lab report.

~ Chemical Weathering Lab

Stations – Students’

observations, analyses, and

conclusions for each of the

stations are completed in their

lab notebooks.

~ USGS Realtime Water Data

and Climate Data assessed by




~ CER assessed by




~ Topic Quiz

https://www.earthsciweek.org/classroom-activities/making-cave

http://waterdata.usgs.gov/nwis/rt

http://waterdata.usgs.gov/nwis/rt

http://www.ncdc.noaa.gov/

https://marsprogram.jpl.nasa.gov/education/modules/gcact2.pdf



https://undsci.berkeley.edu/lessons/pdfs/lab_station_instructions.pdf

https://undsci.berkeley.edu/lessons/pdfs/lab_station_instructions.pdf

https://www.teachengineering.org/content/cub_/activities/cub_enveng/cub_enveng_lesson03_activity2_worksheet.pdf

https://www.teachengineering.org/content/cub_/activities/cub_enveng/cub_enveng_lesson03_activity2_worksheet.pdf

https://www.sciencenewsforstudents.org/article/carbon-dioxide-could-explain-how-geysers-spout



37

and release large amounts

of energy, transmit

sunlight, expand upon

freezing, dissolve and

transport materials, and

lower the viscosities and

melting points of rocks.


~ Structure and Function

The functions and

properties of natural and

designed objects and

systems can be inferred

from their overall

structure, the way their

components are shaped

and used, and the

molecular substructures of

its various materials.

Thailand Cave ELA

(RST.9-10.1, WHST.9-

10.1, WHST.9-10.9,

WHST.9-10.8)

~ Soil Porosity and

Permeability – Students

conduct an investigation,

calculate porosity, compare

porosity and permeability of

the samples graphically, and

communicate findings in a lab

report.

~ Carbon Dioxide Could

Explain How Geysers Spout –

CER in response to a provided

prompt.

~ Thailand Cave – Students

analyze four sources of

information (video, diagram,

map, and graph) before

responding to written prompts

using CER.

HS-ESS2-2

Analyze geoscience data to

make the claim that one

change to Earth’s surface can

create feedbacks that cause

changes to other Earth

systems.


Practices

~ Analyzing and Interpreting

Data





present/explain the



How does the loss of

ground vegetation cause

an increase in water runoff

and soil erosion?

How do dammed rivers

increase groundwater



Guided notes

Graphic organizers


entries


~ Soil Erosion – Students plan

and plant a hillside garden.

Groups then test their gardens

and compare the amounts of

runoff and erosion to their

~ Daily Warm-Ups

~ Class Discussions

~ Soil Erosion assessed by


~ Dynamic Wetlands assessed


~ Environmental Impacts of

Dams assessed by


https://docs.google.com/document/d/1EjEEgGvWbRfgxN6ew71xJjJ-a0zXpd2tRC_697suQmg/edit

38

Analyze data using tools,

technologies, and/or

models (e.g.,

computational,

mathematical) in order to

make valid and reliable

scientific claims or

determine an optimal

design solution.



Systems





the original changes.

~ ESS2.D: Weather and

Climate

The foundation for Earth’s

global climate systems is

the electromagnetic

radiation from the sun, as

well as its reflection,

absorption, storage, and

redistribution among the

atmosphere, ocean, and

land systems, and this

energy’s re-radiation into

space.

recharge, decrease

sediment transport, and

increase coastal erosion?

How does the loss of

wetlands cause a decrease

in local humidity that

further reduces the

wetland extent?

~ Labs

Soil Erosion (Math MP.2,


MP.4, HSN.Q.A.2; ELA

RST.9-10.3, WHST.9-

10.2)

Dynamic Wetlands (Math

MP.2, HSN.Q.A.1,

HSN.Q.A.3, MP.4,


10.3, WHST.9-10.2)


Environmental Impacts of

Dams (ELA RST.9-10.1,

RST.9-10.2.)

classmates’ results before

writing a lab report.

~ Dynamic Wetlands –

Students build and monitor a

model wetland. At the

conclusion, a lab report with

graphical representation of

data is written.

~ Environmental Impacts of

Dams – Students annotate and

summarize the article.



http://sciencenetlinks.com/lessons/soil-erosion/

https://www.earthsciweek.org/classroom-activities/dynamic-wetlands

https://www.internationalrivers.org/environmental-impacts-of-dams

https://www.internationalrivers.org/environmental-impacts-of-dams

39



Change and rates of

change can be quantified

and modeled over very

short or very long periods

of time. Some system

changes are irreversible.

HS-ESS2-6

Develop a quantitative model

to describe the cycling of

carbon among the

hydrosphere, atmosphere,

geosphere, and biosphere.


Practices


Models




systems or between




Climate

Gradual atmospheric

changes were due to plants

and other organisms that





present/explain the



How does carbon cycle

among the hydrosphere,

atmosphere, geosphere,

and biosphere?

~ Activities

Pictorial Model


Earth Systems Activity:

Carbon and Climate /

Carbon Connections:



Guided notes

Graphic organizers


entries


~ Pictorial Model – Students

trace carbon through the


geosphere, and biosphere by

creating a model in their

interactive notebooks

diagramming the carbon cycle.

~ Earth Systems Activity –

Students read and build a

model of the geologic carbon

cycle.

~ Carbon and Climate/Carbon

Connections – Students run a

model of carbon sources and

sinks and interpret results to

develop their own model of

~ Daily Warm-Ups

~ Class Discussions

~ Models assessed by

corresponding rubric.

~ Earth Systems Activity


rubric for the model.

~ Carbon and Climate/Carbon

Connections assessed by



by corresponding rubric.

https://www.hhmi.org/biointeractive/earth-systems-activity

http://carboncycle.aos.wisc.edu/carbon-budget-tool/

http://carbonconnections.bscs.org/

40

captured carbon dioxide

and released oxygen.


~ Energy and Matter

The total amount of energy

and matter in closed

systems is conserved.

the relationship of the carbon

cycle to the Earth’s climate.

HS-ESS2-7

Construct an argument based

on evidence about the

simultaneous co-evolution of

Earth's systems and life on

Earth.


Practices


Evidence

Construct an oral and

written argument or

counter-arguments based

on data and evidence.



Climate

Gradual atmospheric

changes were due to plants

and other organisms that

captured carbon dioxide

and released oxygen.







questions such as:

How do living organisms

alter Earth's processes and

structures?

~ Activities

Claim-Evidence-

Reasoning (ELA RST.9-

10.1, WHST.9-10.1,

WHST.9-10.9)

Research Activity (ELA

WHST.9-10.7)

Timelines


EarthViewer




Guided notes

Graphic organizers


entries


~ Claim-Evidence-Reasoning

– Using evidence from class

notes and various other

resources, students write a

CER answering the question,

“How did organisms on Earth

coevolve with the production

of oxygen in our early

atmosphere?”

~ Research Activity –

Students research an

environmental event

(earthquake, hurricane,

wildfire, etc) and describe

how that event impacts all

Earth’s systems (lithosphere,

~ Daily Warm-Ups

~ Class Discussions

~ CER assessed by


~ Research Activity assessed

by corresponding project

rubric.

~ Timelines assessed by


~ EarthViewer assessed by

corresponding simulation

rubric.

~ Article Analysis assessed

according to the


https://www.hhmi.org/biointeractive/earthviewer

41

~ ESS2.E Biogeology

The many dynamic and

delicate feedbacks

between the biosphere and

other Earth systems cause

a continual co-evolution of

Earth’s surface and the life

that exists on it.



Much of science deals with

constructing explanations

of how things change and

how they remain stable.

Clues to the Great Dying

(ELA RST.9-10.1, RST.9-

10.2.)


etc). The description can be a

report or digital presentation.

~ Timelines – Students create

digital timelines of

evolutionary and geological

events and in order to find a

correlation between the timing

of the events.

~ EarthViewer: Students

explore the history of Earth

and the co-evolution of the

geology and biology found on

Earth to develop arguments

from evidence.

~ “Clues to the Great Dying”

– Students read and complete

an article analysis for the

article.

RST.9-10.1













Current Events

Article Analysis

STEM Career Series

Informational Text



~ Article Summary

~ Article Analysis



Questions

~ Peer Evaluation






https://www.sciencenewsforstudents.org/article/clues-great-dying


42

~ CER ~ CERs assessed by


RST.9-10.2.

Determine the central ideas,

themes, or conclusions of a

text; trace the text’s

explanation or depiction of a

complex process,

phenomenon, or concept;

provide an accurate summary

of the text.







Current Events

Article Analysis

STEM Career Series

Informational Text



~ Article Summary

~ Article Analysis

~ Close Read Assignments

assessed by rubric.





WHST.9-10.9

Draw evidence from



research.







Current Events

Article Analysis

STEM Career Series

Informational Text Activities

Listed Above


~ Article Summary

~ Article Analysis



Questions

~CER

~ Peer Evaluation






~ CERs assessed by


WHST.9-10.1







~ Claim-Evidence-Reasoning

“How did organisms on Earth

coevolve with the production

of oxygen in our early

atmosphere?”

~ Carbon Dioxide Could

Explain How Geysers Spout





43

~ Thailand Cave

WHST.9-10.7

Conduct short as well as more

sustained research projects to

answer a question (including a

self-generated question) or

solve a problem; narrow or

broaden the inquiry when

appropriate; synthesize

multiple sources on the

subject, demonstrating

understanding of the subject

under investigation.

~ Research Activity –

Students research an

environmental event

(earthquake, hurricane,

wildfire, etc) and describe

how that event impacts all

Earth’s systems (lithosphere,


etc). The description can be a

report or digital presentation.

~ Report

~ Digital Presentation

~ Project assessed by rubric

RST.9-10.3

Follow precisely a complex

multistep procedure when

carrying out experiments,

taking measurements, or

performing technical tasks,

attending to special cases or

exceptions defined in the text.

~ Labs

USGS Realtime Water




Planet’s Surface?


Stations

Soil Porosity and

Permeability

Soil Erosion

Dynamic Wetlands

~ Lab Reports ~ Lab Reports assessed by


WHST.9-10.2






~ Lab Reports

USGS Realtime Water




Planet’s Surface?

~ Lab Reports



44


Stations

Soil Porosity and

Permeability

Soil Erosion

Dynamic Wetlands


Unit #4 – Human Activity and the Climate System

Unit Description: What controls climate?

In this unit, students evaluate claims, analyze and interpret data, and develop and use models to explore the disciplinary core ideas

centered on the Earth's climate system. Students apply these core ideas when they use a quantitative model to describe how variations in

the flow of energy into and out of the Earth's systems result in climate changes. They analyze geoscience data to make the claim that one

change to Earth's surface can cause changes to other Earth systems. Finally, students analyze geoscience data and the results from global

climate models to make an evidence-based forecast of the current rate of global or regional climate change as well as associated future

impacts to Earth systems. The crosscutting concepts of cause and effect, stability and change, energy and matter, and structure and

function are organizing concepts for these disciplinary core ideas.

Essential Skills:

Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.

Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth

systems.

Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global

or regional climate change and associated future impacts to Earth systems.








45

Standards:

NJSLS - Science

HS-ESS2-4

HS-ESS2-2

HS-ESS3-5


RST.9-10.1

RST.9-10.3

RST.9-10.8

WHST.9-10.1

WHST.9-10.2

WHST.9-10.9

Standards:

NJSLS - Science

HS-ESS2-6

NJSLS - Mathematics

MP.2

MP.4

HSN-Q.A.1

HSN-Q.A.2

HSN-Q.A.3


RST.9-10.2

WHST.9-10.8





N/A – High School


N/A – High School


N/A – High School


N/A – High School




Amistad Education Commission:

Students will research an African American scientist, inventor,

or mathematician of significance and create a digital poster in

Google Slides to add to the class Slide Deck (poster collection).








(where applicable):


46

Unit Details









Modified grading

Assignments broken into smaller tasks

Mark text with a highlighter


Simplify language

Pre-teach vocabulary

Repeat directions


Allow sensory breaks

Provide a checklist of assignments to be completed

504 Students


Sensory breaks

Extended time to complete assignments


Homogeneous grouping

Allow alternative assignments

Provide learning centers where students are in charge of their

learning


Education:




STEM Career Series - “Cool Jobs: Getting to Know

Volcanoes” (see below) (9.2.12.C.5)




















(CRP6.)



https://www.sciencenewsforstudents.org/article/cool-jobs-getting-know-volcanoes


47














(CRP11.)



(CRP12.)



Unit Pre-Test

Daily Warm-Ups


Throughout Lessons

Modeling Activities

Simulations

Labs

Topic Quizzes






Career Education: STEM Career Series - “Cool Jobs: Getting to

Know Volcanoes”: After reading the article, students create a

digital poster in Google Slides for each of the scientists profiled.

(9.2.12.C.5)

English Language Arts/Literacy: Artic Sea Could be Ice-Free by

2050 (see below) (RST.9-10.8, WHST.9-10.1, WHST.9-10.9)

Math: Glacial Retreat: Quantifying Changes in Glacial Cover

Over Time; Data Literacy Cube: Antarctic's Contribution to Sea

Level Rise Graph (see below) (Math MP.2, MP.4, HSN.Q.A.1,


World Languages: Students choose an area of the world severely

impacted by climate change and create a digital presentation

depicting the actions of that culture to combat the immediate

hazard. (Examples could include countries/cultures with hazardous




48

air quality, threatened by rising sea levels, relying heavily on fossil

fuels, etc.) (7.1.IL.C.5)

Visual and Performing Arts: Using Art to Show the Threat of

Climate Change – Students discuss and describe how each of the

seven artists in the article are bringing attention to climate change.

(1.4.12.A.2)

Amistad Commission Education (where applicable): Students

will research an African American scientist, inventor, or

mathematician of significance and create a digital poster in Google

Slides to add to the class Slide Deck (poster collection).

Unit Resources






Resources

CK-12

Science World

Read Works


Exploring Earth

Bozeman Science












(8.1.12.C.1)







https://www.sciencenewsforstudents.org/article/using-art-show-climate-change-threat

https://www.sciencenewsforstudents.org/article/using-art-show-climate-change-threat









49




Research the historical tensions between environmental and

economic considerations as driven by human needs and wants

in the development of a technological product, and present the

competing viewpoints to peers for review. ( 8.2.12.B.5)


the effect of a technology on the individual, society, or the

environment and publish conclusions. (8.2.12.D.6)




Activities




HS-ESS2-4

Use a model to describe how

variations in the flow of

energy into and out of Earth’s

systems result in changes in

climate.


Practices


Models

Use a model to provide

mechanistic accounts of

phenomena.






present/explain the



How does the variation in

energy flow into and out

of Earth’s systems result in

climate changes?

What happens if we

change the chemical

composition of our

atmosphere?

~ Activities



Guided notes

Graphic organizers


entries


~ My NASA Data – Students

gather, display, and interpret

incoming and outgoing solar

radiation data to develop a

model of the interactions of

Earth’s various surface types

and incoming solar radiation.

~ Daily Warm-Ups

~ Class Discussions

~ My NASA Data assessed by


~ Carbon Connections Climate

Model assessed by




~ Your Own El Nino assessed

by rubric.

50


Systems

The geological record

shows that changes to

global and regional

climate can be caused by

interactions among

changes in the sun’s

energy output or Earth’s

orbit, tectonic events,

ocean circulation, volcanic

activity, glaciers,

vegetation, and human

activities. These changes

can occur on a variety of

time scales from sudden

(e.g., volcanic ash clouds)

to intermediate (ice ages)

to very long-term tectonic

cycles.


Climate



the electromagnetic








space.

My NASA Data


Glaciers (ELA RST.9-

10.3, WHST.9-10.2)

Carbon Connections

Climate Model

Following the Energy

Flow (ELA RST.9-10.3,

WHST.9-10.2)

~ Labs

Energy Efficiency (Math

MP.2, MP.4, HSN.Q.A.1,


ELA RST.9-10.3,

WHST.9-10.2)

Ocean Currents (ELA

RST.9-10.3, WHST.9-

10.2)

The Great Ocean

Conveyor (ELA RST.9-

10.3, WHST.9-10.2)

Your Own El Nino (ELA

RST.9-10.3, WHST.9-

10.2)


Winds and Where They

Came From (ELA RST.9-

10.1, RST.9-10.2.)

~ Glaciers – Students explain

how environmental conditions

(temperature and

precipitation) impact glacial

mass budget; identify where

snow accumulates in a glacier

and justify why in a lab report.

~ Carbon Connections Climate

Model – Students control the

inputs of various climate

variables to observe the

outputs on the climate system.

~ Following the Energy Flow

– The complex energy

pathways and balance that

helps to keep our planet within

an ideal temperature range are

examined. Findings are

submitted as part of a lab

report.

~ Energy Efficiency –

Students model and measure

the flow of energy through a

land mass by recording

temperature changes. Data is

graphed as part of the lab

report.

~ Ocean Currents – Students

map the patterns of the major



~ Topic Quiz

https://mynasadata.larc.nasa.gov/

https://phet.colorado.edu/en/simulation/glaciers

http://carbonconnections.bscs.org/curriculum/unit-03/ecm-full/index.php

http://carbonconnections.bscs.org/curriculum/unit-03/ecm-full/index.php

https://serc.carleton.edu/eslabs/weather/2b.html

https://serc.carleton.edu/eslabs/weather/2b.html

https://www.earthsciweek.org/classroom-activities/energy-efficiency

https://www.earthsciweek.org/classroom-activities/ocean-currents

https://www.earthsciweek.org/classroom-activities/great-ocean-conveyor

https://www.earthsciweek.org/classroom-activities/great-ocean-conveyor

https://www.earthsciweek.org/classroom-activities/your-own-el-nino

https://www.sciencenewsforstudents.org/article/explainer-winds-and-where-they-come

https://www.sciencenewsforstudents.org/article/explainer-winds-and-where-they-come

51

Changes in the atmosphere

due to human activity have

increased carbon dioxide

concentrations and thus

affect climate.


~ Cause and Effect

Cause and effect

relationships can be

suggested and predicted

for complex natural and

human designed systems

by examining what is

known about smaller scale

mechanisms within the

system.

ocean currents and describe

the influences of wind, water

temperature, landmasses, and

water density on currents in a

lab report.

~ The Great Ocean Conveyor

– Students model ocean

currents and submit their

findings in a lab report.

~ Your Own El Nino –

Students create a model of El

Nino.

~ “Winds and Where They

Came From” – Students

summarize the article and

discuss their thoughts within

small groups.

HS-ESS2-2

Analyze geoscience data to

make the claim that one

change to Earth's surface can

create feedbacks that cause

changes to other Earth

systems.


Practices


Data





present/explain the



How do changes in the

geosphere effect the

atmosphere?

~ Activities



Guided notes

Graphic organizers


entries


~ Ocean Impacts of an El

Nino Event – (Jigsaw

Activity) Students examine an

(ENSO) event to identify

relationships among sea

~ Daily Warm-Ups

~ Class Discussions

~ Graphic Organizer

~ Gallery Walk assessed by

rubric.

~ Simulation / Virtual Lab

Open Ended Questions

52

Analyze data using tools,

technologies, and/or

models (e.g.,

computational,

mathematical) in order to

make valid and reliable

scientific claims or

determine an optimal

design solution.



Systems





the original changes.


Climate



the electromagnetic








space.


Ocean Impacts of an El

Nino Event

Images of Change


Climate Reanalyzer

Explore the Greenhouse

Effect (ELA RST.9-10.3,

WHST.9-10.2)

The Greenhouse Effect

(ELA RST.9-10.3,

WHST.9-10.2)

~ Labs

Greenhouse Gas Lab

(Math MP.2, MP.4,



10.3, WHST.9-10.2)


Arctic Sea Could Be Ice-

Free by 2050 (ELA

RST.9-10.8 , WHST.9-

10.1, WHST.9-10.9)

surface height, sea surface

temperature, precipitation, and

wind vectors. Findings are

recorded in a graphic

organizer.

~ Images of Change – (Gallery

Walk) Students explore these

images of the impacts of

climate change over time and

develop explanations from

evidence of how an impact in

one component of the Earth

system has effects in other

components of the Earth

system.

~ Climate Reanalyzer -

Students use the

Environmental Change Model

of the Climate Reanalyzer to

study the feedbacks in the

climate system. Students

describe the feedback models

as part of the virtual lab

assessment.

~ Explore the Greenhouse

Effect – Students explore

greenhouse gases and the

effect on the environment.

Students complete questions

embedded within the



~ CERs assessed by


~ Topic Quiz

https://mynasadata.larc.nasa.gov/lesson-plans/updated-ocean-impacts-el-nino-event

https://mynasadata.larc.nasa.gov/lesson-plans/updated-ocean-impacts-el-nino-event

https://climate.nasa.gov/images-of-change?id=690#690-revival-of-lake-urmia-iran

https://climatereanalyzer.org/clim/ecm/

https://serc.carleton.edu/eslabs/weather/2c.html

https://serc.carleton.edu/eslabs/weather/2c.html

https://phet.colorado.edu/en/simulation/greenhouse

https://serc.carleton.edu/eslabs/weather/2d.html

https://www.sciencenewsforstudents.org/article/arctic-sea-could-be-ice-free-2050

https://www.sciencenewsforstudents.org/article/arctic-sea-could-be-ice-free-2050

53


Change and rates of






simulation as well as those

provided as part of the lab

protocol.

The Greenhouse Effect –

Students explore the

atmosphere during the ice age

and today and complete a

virtual lab report or simulation

assessment.

~ Greenhouse Gas Lab –

Students test the greenhouse

potential of two greenhouse

gas samples and present the

results (graphically and

written) in a lab report.

~ Artic Sea Could be Ice-Free

by 2050 – After reading,

students cite evidence while

writing a CER in response to a

given prompt.

HS-ESS3-5 Analyze geoscience data and

the results from global climate

models to make an evidence-

based forecast of the current

rate of global or regional

climate change and associated

future impacts to Earth

systems.





present/explain the



What is the current rate of

global or regional climate

change and what are the



Guided notes

Graphic organizers


entries


~ What are the causes and

effects of ENSO? – Students

~ Daily Warm-Ups

~ Class Discussions

~ What are the causes and

effects of ENSO?

~ Glacial Retreat assessed by

rubric.

54


Practices


Data

Analyze data using

computational models in

order to make valid and

reliable scientific claims.


~ ESS3.D: Global Climate

Change

Though the magnitudes of

human impacts are greater

than they have ever been,

so too are human abilities

to model, predict, and

manage current and future

impacts.



Change and rates of






associated future impacts

to Earth’s systems?

~ Activities

What are the causes and

effects of ENSO?

Glacial Retreat:

Quantifying Changes in

Glacial Cover Over Time

(Math MP.2, MP.4,


HSN.Q.A.3)

Data Literacy Cube:

Antarctic's Contribution to

Sea Level Rise Graph

(Math MP.2, MP.4,


HSN.Q.A.3)


Coastal Consequences of

Sea Level Rise

Hurricanes as Heat

Engines Story Map (ELA

RST.9-10.8 , WHST.9-

10.1, WHST.9-10.9)


NASA - Climate Change

Impacts (ELA RST.9-10.8,


10.9, WHST.9-10.8)

interpret satellite images and

maps to draw conclusions

about the physical processes

producing ENSO; explain

how, when, and where ENSO

events occur; and use

geographic information to

develop national plans and

investments to prepare for

ENSO events.

~ Glacial Retreat - Students

map and analyze changes in

glacier cover over time using

satellite images. Students

then calculate the percent

cover change in the satellite

images provided of Bear

Glacier.

~ Data Literacy Cube –

Students observe and interpret

physical characteristics of the

Earth System using graphs of

NASA data; write a claim

based on the graphical data;

and analyze how the

phenomena changes over time

and space.

~ Coastal Consequences of

Sea Level Rise – Students

analyze interactive data in

~ Data Literacy Cube

~ Simulations assessed by

rubric.

~ CERs assessed by




~ Topic Quiz

https://mynasadata.larc.nasa.gov/lesson-plans/what-are-causes-and-effects-enso

https://mynasadata.larc.nasa.gov/lesson-plans/what-are-causes-and-effects-enso

https://mynasadata.larc.nasa.gov/lesson-plans/glacial-retreat-quantifying-changes-glacier-cover-over-time



https://mynasadata.larc.nasa.gov/lesson-plans/data-literacy-cube-graph-data-antarctics-contribution-sea-level-rise-graph



https://mynasadata.larc.nasa.gov/lesson-plans/coastal-consequences-sea-level-rise

https://mynasadata.larc.nasa.gov/lesson-plans/coastal-consequences-sea-level-rise

https://nasa.maps.arcgis.com/apps/MapSeries/index.html?appid=abc5591aaa944c9ebc7b5ea6102c73c2

https://nasa.maps.arcgis.com/apps/MapSeries/index.html?appid=abc5591aaa944c9ebc7b5ea6102c73c2

https://climate.nasa.gov/effects/

https://climate.nasa.gov/effects/

55

order to understand the

potential consequences of

climate change on sea level

throughout the world.

~ Hurricanes as Heat Engines

Story Map – Students analyze

NASA sea surface

temperature data for use as

evidence to explain a

phenomenon in a CER.

~ NASA - Climate Change

Impacts and EPA - Climate

Change Impacts – Using

multiple types of information

(text, video, graphs, diagrams,

and photographs), students

cite evidence while

constructing an explanation

for climate change’s influence

on human activity. Students’

explanations may

communicated through a

presentation or written CER.

RST.9-10.1













Current Events

Article Analysis


~ Article Summary



Questions




Questions

~ CERs assessed by


56

STEM Career Series

Informational Text


~ CER

RST.9-10.8.

Determine if the reasoning and

evidence in a text support the

author’s claim or a

recommendation for solving a

scientific or technical

problem.







Current Events

Article Analysis

STEM Career Series

Informational Text



~ Article Summary



Questions

~ CER




Questions

~ CERs assessed by


WHST.9-10.1








Arctic Sea Could Be Ice-

Free by 2050

Hurricanes as Heat

Engines Story Map

NASA - Climate Change

Impacts



WHST.9-10.9

Draw evidence from



research.

~ Informational Text –

Informational text is




Current Events

Article Analysis

STEM Career Series

Informational Text


~ Article Summary

~ Article Analysis



Questions

~ CER






~ CERs assessed by


RST.9-10.3 ~ Labs

Glaciers






57









Flow

Energy Efficiency

Ocean Currents

The Great Ocean

Conveyor

Your Own El Nino


Effect


Greenhouse Gas Lab

WHST.9-10.2






~ Lab Reports

Glaciers


Flow

Energy Efficiency

Ocean Currents

The Great Ocean

Conveyor

Your Own El Nino


Effect


Greenhouse Gas Lab

~ Lab Reports




Unit #5 – Human Activity and Sustainability

Unit Description: How do humans depend on Earth’s resources and what are the effects of resource acquisition and use?

"Civilization exists by geological consent, subject to change without notice." Will Durant, American Historian (1885-1981)

58

In this unit, students construct an explanation based on evidence for the connection between human activity, the availability of natural

resources, and the occurrence of natural hazards. Additionally, they apply scientific knowledge and engineering skills to design,

evaluate, and refine a device that can be used to minimize the impact of a natural hazard. Students create a computational simulation to

demonstrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. They

create or revise a simulation to test a solution in order to mitigate adverse impacts of human activity on biodiversity. Mathematical

representations are used to illustrate the relationships between Earth systems and human activity. Finally, students evaluate or refine a

technological solution that reduces the impact of human activities on natural systems. The crosscutting concepts of cause and effect,

stability and change, systems and system models are organizing concepts for these disciplinary core ideas.

Essential Skills:

Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes

in climate have influenced human activity.

Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human

populations, and biodiversity.

Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.

Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being

modified due to human activity.

Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of

constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.





Standards:

NJSLS - Science

HS-ESS3-1

HS-ESS3-3

HS-ESS3-4

HS-ESS3-6


RST.9-10.1



Standards:

NJSLS - Science

HS-LS4-6

HS-ETS1-3

NJSLS - Mathematics

MP.2

MP.4

HSN-Q.A.1


59

RST.9-10.2.

RST.9-10.3

WHST.9-10.2

HSN-Q.A.2

HSN-Q.A.3


RST.9-10.8

WHST.9-10.1

WHST.9-10.9

WHST.9-10.7





N/A – High School


N/A – High School


N/A – High School


N/A – High School




Holocaust Education:

After reading “The Forgotten Women Scientists Who Fled the

Holocaust for the United States” and “Scientist Refugees and

the Manhattan Project”, students will take part in a class

discussion. At the conclusion, students will choose one

scientist create a digital poster in Google Slides to add to the

class Slide Deck (poster collection).









(where applicable):


https://www.smithsonianmag.com/history/forgotten-women-scientists-who-fled-holocaust-united-states-180967166/


https://www.atomicheritage.org/article/scientist-refugees-and-manhattan-project


60

Unit Details








Use a planner to help organize and coordinate assignments

Test in small setting

Record a lesson instead of taking notes

Extended time to complete assignments


Allow oral responses

Modify format of assignment

Bilingual dictionaries / glossaries


Give clear and specific instructions


Allow oral responses for assignments

504 Students


Checklist for assignment completion

Teach study/organizational skills


Avoid drill and practice activities

Provide adult mentor that shares same interests

Evaluate students individually instead of in groups


Education:




STEM Career Series - “Cool Jobs: Finding Foods for the

Future” (see below) (9.2.12.C.5)




















(CRP6.)



https://www.sciencenewsforstudents.org/article/cool-jobs-finding-foods-future


61














(CRP11.)



(CRP12.)



Unit Pre-Test

Daily Warm-Ups


Throughout Lessons

Modeling Activities

Simulations

Labs

Topic Quizzes






Career Education: STEM Career Series - “Cool Jobs: Finding

Foods for the Future”: After reading the article, students create a

digital poster in Google Slides for each of the scientists profiled.

(9.2.12.C.5)

Health/PE: Tiny Air Pollutants Inflame Airways and Harm Heart

(see below) (2.1.12.C.2)

English Language Arts/Literacy: Community Resilience (ELA

RST.9-10.8 , WHST.9-10.1, WHST.9-10.9)

Math: Understanding Ocean Acidification (see below) (Math

MP.2, MP.4, HSN.Q.A.1, HSN.Q.A.2, HSN.Q.A.3)

Social Studies: Students will research and write a CER in response

to the following: “Has the Endangered Species Act been

successful?” (6.1.12.B.13.b), The Peopling of our Planet (see




62

below) (6.1.12.B.5.a), Meeting Human Needs (see below)

(6.1.12.C.5.a)

Technical Subjects: Landfill STEM Challenge, Creating Mini

Wastewater Treatment Plants (see below) (8.2.12.C.6, 8.2.12.C.7,

8.2.12.D.1)

Holocaust Education (where applicable): After reading “The

Forgotten Women Scientists Who Fled the Holocaust for the

United States” and “Scientist Refugees and the Manhattan

Project”, students will take part in a class discussion. At the

conclusion, students will choose one scientist create a digital poster

in Google Slides to add to the class Slide Deck (poster collection).

Unit Resources






Resources

CK-12

Science World

Read Works


Exploring Earth

Bozeman Science












(8.1.12.C.1)


















63






Evaluate ethical considerations regarding the sustainability of

environmental resources that are used for the design, creation

and maintenance of a chosen product. (8.2.12.B.1)

Research the historical tensions between environmental and

economic considerations as driven by human needs and wants

in the development of a technological product and present the

competing viewpoints to peers for review. ( 8.2.12.B.5)

Analyze a product or system for factors such as safety,

reliability, economic considerations, quality control, and

environmental concerns. (8.2.12.C.3)

Research an existing product, reverse engineer and redesign it

to improve form and function. (8.2.12.C.6)

Use the engineering design process to devise a product or

system that addresses a global problem, provide research,

identify trade-offs and constraints, and document the process

through drawings that include data and materials. (8.2.12.C.7)

Design and create a prototype to solve a real-world problem

using the engineering design process, identify constraints

addressed during the creation of the prototype, identify trade-

offs made, and present the solution for peer review.

(8.2.12.D.1)




64




Activities




HS-ESS3-1

Construct an explanation

based on evidence for how the

availability of natural

resources, occurrence of

natural hazards, and changes

in climate have influenced

human activity.


Practices

~ Constructing Explanations

and Designing Solutions

• Construct an explanation

based on valid and reliable

evidence obtained from a

variety of sources

(including students’ own

investigations, models,

theories, simulations, peer

review) and the

assumption that theories

and laws that describe the

natural world operate

today as they did in the

past and will continue to

do so in the future.





present/explain the



How are human activities

influenced by the global

ecosystem?

~ Activities

The Peopling of our Planet

Meeting Human Needs

Human Migrations

Community Resilience

(ELA RST.9-10.8 ,


10.9)

~ Labs

Natural Gas Formation

(Math MP.2, MP.4,



10.3, WHST.9-10.2)

When Precipitation

Patterns Change:

Visualizing Drought



Guided notes

Graphic organizers


entries


~ The Peopling of our Planet –

Students participate in an

interactive story discussing

how improvements in

medicine, food and

agriculture, and public health

and sanitation during the

Industrial Revolution

contributed to population

growth. They then create a

poster capturing a

“demographic moment in

time” for various points

throughout history.

~ Meeting Human Needs –

Students brainstorm how

human needs have changed

over time. They then research

historical events (inventions,

~ Daily Warm-Ups

~ Class Discussions

~ The Peopling of our Planet

assessed by poster rubric.

~ Meeting Human Needs

assessed by timeline rubric.

~ Human Migrations assessed


~ Community Resilience


rubric.



~ CERs assessed by




~ Topic Quiz

https://worldpopulationhistory.org/teachers-resources/

https://worldpopulationhistory.org/teachers-resources/

https://ngss.nsta.org/Resource.aspx?ResourceID=156

https://www.earthsciweek.org/classroom-activities/natural-gas-formation

https://mynasadata.larc.nasa.gov/lesson-plans/when-precipitation-patterns-change-visualizing-drought-indicators-serc



65


~ ESS3.A: Natural Resources

Resource availability has

guided the development of

human society.

~ ESS3.B: Natural Hazards

Natural hazards and other

geologic events have

shaped the course of

human history; [they] have

significantly altered the

sizes of human populations

and have driven human

migrations.


~ Cause and Effect

Empirical evidence is

required to differentiate

between cause and

correlation and make

claims about specific

causes and effects.

Indicators (SERC) (ELA

RST.9-10.3, WHST.9-

10.2)


Ancient Arctic ‘Gas’ Melt

Triggered Enormous

Seafloor Explosions (ELA

RST.9-10.1, RST.9-10.2.)

Silk Roads Origins may

Date Back Millennia (ELA

RST.9-10.1, RST.9-10.8.)

discoveries, etc.) and

determine which events they

deem to be most important in

meeting human needs.

Students then explore the

impact of population growth

and changing human needs by

creating a digital

chronological timeline

highlighting seven influential

milestones.

~ Human Migrations –

Students choose a cause of

forced migration and create a

presentation (digital slideshow

/ poster) depicting the cause,

effect, and outlook of the

migration. Examples include:

Hurricane Katrina, the Dust

Bowl, 2010 Haitian

Earthquake, Malawi Floods,

and African Droughts

(Somalia, Ethiopia, Kenya).

~ Community Resilience –

Students explore data related

how communities can respond

to the effects of climate

change. At the conclusion of

the series of exercises, they

write a CER citing evidence

obtained from the activities.


https://www.sciencenewsforstudents.org/article/ancient-arctic-gas-melt-triggered-enormous-seafloor-explosions



https://www.sciencenewsforstudents.org/article/silk-roads-origins-may-date-back-millennia

https://www.sciencenewsforstudents.org/article/silk-roads-origins-may-date-back-millennia

66

~ Natural Gas Formation –

Students explore the effects of

temperature on gas formation

and submit a lab report.

~ When Precipitation Patterns

Change: Visualizing Drought

Indicators (SERC) – Students

investigate three indicators of

drought to develop a sense for

the effects of drought on land.

Results are presented in a lab

report.

~ Ancient Arctic ‘Gas’ Melt

Triggered Enormous Seafloor

Explosions – Students

complete a close read

assignment with annotations.

~ Silk Roads Origins may

Date Back Millennia –

Students summarize the text

citing evidence in support of

the author’s claim.

HS-ESS3-3

Create a computational

simulation to illustrate the

relationships among

management of natural

resources, the sustainability of





present/explain the


answer questions such as:



Guided notes

Graphic organizers


entries


~ Daily Warm-Ups

~ Class Discussions

~ One for All: A Natural

Resources Game assessed by

67

human populations, and

biodiversity.


Practices



Create a computational

model or simulation of a

phenomenon, designed

device, process, or system.


~ LS4.C: Adaptation

Changes in the physical

environment, whether

naturally occurring or

human induced, have thus

contributed to the

expansion of some species,

the emergence of new

distinct species as

populations diverge under

different conditions, and

the decline–and sometimes

the extinction–of some

species.

~ ESS3.C: Human Impacts on

Earth Systems

The sustainability of

human societies and the

biodiversity that supports

How might we change our

habits if we replaced the

word “environment” with

the word “life support

system”?

Is the damage done to the

global life support system

permanent?

~ Activities

One For All: A Natural

Resources Game

The Bean Game:

Exploring Human

Interactions with Natural

Resources

Endangered Species

Trading Cards (ELA

WHST.9-10.7)


Conservation Maps

National Climate

Assessment

~ Labs

Poker Chip Model of

Global Carbon Pools and

Fluxes

~ One for All: A Natural

Resources Game – Students

identify a strategy that would

produce a sustainable use of

resources in a simulation

game.

~ The Bean Game: Exploring

Human Interactions with

Natural Resources – Students

explore the various influences

of human consumption of

natural resources over time.

~ Endangered Species Trading

Cards - Students research

threatened and endangered

species in NJ, choose one, and

create a trading card including

features, status, Species

Survival Plan, and outlook.

~ Conservation Maps –

Students explore interactive

maps to develop a global

perspective of land use and

conservation efforts.

~ National Climate

Assessment – Students create

a computational simulation to

illustrate the relationships

peer review and corresponding

rubric.

~ The Bean Game: Exploring

Human Interactions with

Natural Resources assessed by

peer review and corresponding

rubric.

~ Endangered Species Trading

Cards assessed by peer review

and corresponding rubric.

~ Simulations assessed by

rubric.

~ Labs assessed by


~ CERs assessed by




~ Topic Quiz

https://www.sciencefriday.com/educational-resources/one-for-all-a-natural-resources-game/

https://www.sciencefriday.com/educational-resources/one-for-all-a-natural-resources-game/

http://watersfoundation.org/resources/the-bean-game-exploring-human-interactions-with-natural-resources/




http://maps.tnc.org/web_maps.html

https://nca2014.globalchange.gov/

https://nca2014.globalchange.gov/

https://www.glbrc.org/outreach/educational-materials/poker-chip-model-global-carbon-pools-and-fluxes



68

them requires responsible

management of natural

resources.



Change and rates of







Economic Cost-Benefit

Analysis (ELA RST.9-

10.1, RST.9-10.2.)

between management of

natural resources, the

sustainability of human

populations, and biodiversity.

~ Poker Chip Model of Global

Carbon Pools and Fluxes –

Students create a 3-D visual of

global carbon pools and net

fluxes between pools with

anthropogenic influences.

~ Economic Cost-Benefit

Analysis – Students read and

summarize the article

regarding the application of

CBA to water sanitation.

HS-ESS3-4

Evaluate or refine a

technological solution that

reduces impacts of human

activities on natural systems.


Practices



Design or refine a solution

to a complex real-world

problem, based on

scientific knowledge,

student-generated sources





present/explain the



How can the impact of

human activities on natural

systems be reduced?

~ Activities

Carbon Stabilization

Wedge



Guided notes

Graphic organizers


entries


~ Carbon Stabilization Wedge

– Students evaluate competing

design solutions for

developing, managing, and

utilizing energy resources

based on cost-benefit ratios.

~ Daily Warm-Ups

~ Class Discussions

~ Carbon Stabilization Wedge

assessed by rubric.

~ SmogCity2 simulation

analysis

~ Landfill STEM Challenge


rubric.

https://www.who.int/water_sanitation_health/watandmacr4.pdf

https://www.who.int/water_sanitation_health/watandmacr4.pdf

http://cmi.princeton.edu/wedges/intro

http://cmi.princeton.edu/wedges/intro

69

of evidence, prioritized

criteria, and tradeoff

considerations.


~ ESS3.C: Human Impacts on

Earth Systems

Scientists and engineers

can make major

contributions by

developing technologies

that produce less pollution

and waste and that

preclude ecosystem

degradation.

~ ETS1.B: Developing

Possible Solutions

When evaluating solutions,

it is important to take into

account a range of

constraints, including cost,

safety, reliability, and

aesthetics, and to consider

social, cultural, and

environmental impacts.



Feedback (negative or

positive) can stabilize or

destabilize a system.


SmogCity2

~ Labs

Landfill STEM Challenge

Creating Mini Wastewater

Treatment Plants


Tiny Air Pollutants

Inflame Airways and

Harm Heart (ELA RST.9-

10.1, RST.9-10.2.)

~ SmogCity2 – Students alter

parameters to evaluate the

effects of atmospheric

conditions and human

activities on air quality.

~ Landfill STEM Challenge –

Students explore landfill

composition and consider

ways to improve efficiency in

order to reduce human impact

on the environment by

designing a mini-landfill.

~ Creating Mini Wastewater

Treatment Plants – Students

develop and test a model for

an innovative and efficient

water filtration system.

~ Tiny Air Pollutants Inflame

Airways and Harm Heart –

Students complete an article

analysis report.

~ Creating Mini Wastewater

Treatment Plants assessed by


~ Article Analysis assessed by


~ Topic Quiz

HS-ESS3-6 ~ Interactive Slideshows,




~ Daily Warm-Ups

http://www.smogcity2.org/

https://www.teachengineering.org/activities/view/uok-2216-wastewater-treatment-plant-model-water-quality

https://www.teachengineering.org/activities/view/uok-2216-wastewater-treatment-plant-model-water-quality

https://www.sciencenewsforstudents.org/article/tiny-air-pollutants-inflame-airways-and-harm-heart



70

Use a computational

representation to illustrate the

relationships among Earth

systems and how those

relationships are being

modified due to human

activity.


Practices



Use a computational

representation of

phenomena or design

solutions to describe

and/or support claims

and/or explanations.


~ ESS3.D: Global Climate

Change

Through computer

simulations and other

studies, important

discoveries are still being

made about how the ocean,

the atmosphere, and the

biosphere interact and are

modified in response to

human activities.



present/explain the



What are the relationships

among earth’s systems and

how are those relationships

being modified due to

human activity?

~ Activities

Understanding Ocean

Acidification: Measuring

pH (Math MP.2, MP.4,


HSN.Q.A.3)

Understanding Ocean

Acidification: Ocean-

Carbon Connection (Math



Ocean Acidification - A

Risky Shell Game?


Virtual Urchin Lab (Math



ELA RST.9-10.3,

WHST.9-10.2)

Reefs at Risk and NOAA

Coral Reefs at Risk

Guided notes

Graphic organizers


entries


~ Understanding Ocean

Acidification: Measuring pH –

Students create and interpret

time series line graphs.

~ Ocean-Carbon Connection –

Students examine graphs and

correlate changes in pH to

changes in CO2 over time in a

graphical analysis.

~ Ocean Acidification - A

Risky Shell Game? – Through

a series of interactives, videos,

and informational test,

students gain an understanding

and design a solution for the

adverse impacts of human

activity on ocean biodiversity.

~ Virtual Urchin Lab –

Students complete the virtual

lab including data analysis of

graphs and data tables.

~ Reefs at Risk: and NOAA

Coral Reefs at Risk – Students

~ Class Discussions

~ Understanding Ocean

Acidification: Measuring pH


rubric.

~ Ocean-Carbon Connection


rubric.

~ Ocean Acidification - A

Risky Shell Game? Assessed

by rubric.



rubrics.



~ CERs assessed by


~ Topic Quiz

https://www.nnvl.noaa.gov/StoryMaps/DITC/OA/OceanAcidificationTeachersGuide2016.pdf






https://serc.carleton.edu/eslabs/carbon/7b.html

https://serc.carleton.edu/eslabs/carbon/7b.html

https://depts.washington.edu/vurchin/?view=acidocean

http://reefgis.reefbase.org/

https://coralreefwatch.noaa.gov/satellite/index.php

https://coralreefwatch.noaa.gov/satellite/index.php

71


Climate

Current models predict

that, although future

regional climate changes

will be complex and

varied, average global

temperatures will continue

to rise. The outcomes

predicted by global climate

models strongly depend on

the amounts of human-

generated greenhouse

gases added to the

atmosphere each year and

by the ways in which these

gases are absorbed by the

ocean and biosphere.


~ Systems and System Models

When investigating or

describing a system, the

boundaries and initial

conditions of the system

need to be defined and

their inputs and outputs

analyzed and described

using models.

The Changing Geographic

Distribution of Malaria

with Global Climate

Warming

Creation of Urban Heat

Islands Story Map

~ Labs

GLOBE Carbon Cycle

(ELA RST.9-10.3,

WHST.9-10.2)


Ocean Heat Waves are on

the Rise - and Killing

Coral (ELA RST.9-10.8 ,


10.9)

access and explore a series of

interactive maps displaying

coral reef data from around the

globe and develop hypotheses

related to the impacts of

climate change (i.e. increased

levels of carbon dioxide in our

atmosphere) on coral reef

health.

~ The Changing Geographic

Distribution of Malaria with

Global Climate Warming –

Students analyze climate data

to find areas in the southern

United States that are now

close to having conditions in

which the malaria parasite and

its mosquito hosts thrive and

then attempt to forecast when

areas might become

climatically suitable.

~ Creation of Urban Heat

Islands Story Map – Students

analyze surface temperature

data as evidence to explain the

Urban Heat Island Effect.

Students explore the role of

Earth’s Energy Balance in the

creation of Urban Heat Islands

and then evaluate examples of

human activity that have led to

https://serc.carleton.edu/quantskills/activities/savina.html




https://mynasadata.larc.nasa.gov/lesson-plans/creation-urban-heat-islands-story-map

https://mynasadata.larc.nasa.gov/lesson-plans/creation-urban-heat-islands-story-map

https://www.globe.gov/do-globe/globe-teachers-guide/biosphere?p_p_id=globegovteacherguideportlet_WAR_globegovcmsportlet_INSTANCE_4CcA&p_p_lifecycle=0&p_p_state=normal&p_p_mode=view&p_p_col_id=column-1&p_p_col_count=1&_globegovteacherguideportlet_WAR_globegovcmsportlet_INSTANCE_4CcA_protocolCat=41703916

https://www.sciencenewsforstudents.org/article/ocean-heat-waves-are-rise-and-killing-coral



72

the creation of urban heat

islands.

~ GLOBE Carbon Cycle:

Students collect data about

their school field site through

GLOBE protocols and through

various lab activities, develop

an understanding of carbon

cycling on local and global

scales. At the conclusion,

students write a formal lab

report.

~ Ocean Heat Waves are on

the Rise - and Killing Coral –

After reading the

informational text, students

develop a CER in response to

a given prompt.

RST.9-10.1













Current Events

Article Analysis

STEM Career Series

Informational Text



~ Article Summary

~ Article Analysis


~ CER



~ Article Analysis assessed by

rubric

~ CERs assessed by




assessed by rubric.


73

RST.9-10.2.





complex process,



of the text.







Current Events

Article Analysis

STEM Career Series

Informational Text


~ Article Summary

~ Article Analysis





RST.9-10.3








~ Labs


When Precipitation

Patterns Change:

Visualizing Drought

Indicators (SERC)

Virtual Sea Urchin Lab

GLOBE Carbon Cycle



WHST.9-10.2






~ Lab Reports


When Precipitation

Patterns Change:

Visualizing Drought

Indicators (SERC)

Virtual Sea Urchin Lab

GLOBE Carbon Cycle

~ Lab Reports




74


Unit #6 – Human Activity and Energy

Unit Description: How is energy generated for human activity?

In this unit, students engage in argument from evidence, construct explanations, and design solutions. This unit focuses on energy and

energy transformations as related to the Earth system disciplinary core idea of energy needs for human activity. Students apply

engineering design principles to design, build, and refine a device that works within given constraints to convert one form of energy into

another form of energy. At the basis of our energy needs is the need for resources to create energy. Therefore, students evaluate

competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. The

crosscutting concept of energy and matter is an organizing concept for these disciplinary core ideas

Essential Skills:

Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit

ratios.

Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.





Standards:

NJSLS - Science

HS-ESS3-2

HS-PS3-3


RST.9-10.1

RST.9-10.2.

RST.9-10.3

WHST.9-10.2



Standards:

NJSLS - Mathematics

MP.2

MP.4

HSN-Q.A.1

HSN-Q.A.2

HSN-Q.A.3


75





N/A – High School


N/A – High School


N/A – High School


N/A – High School




Holocaust Education:









(where applicable):

Unit Details








Frequent breaks

Reduce length of assignment

Content offered in multiple forms (audio, visual, etc)

Modified grading


Education:




STEM Career Series - “Cool Jobs: A World Aglow” (see

below) (9.2.12.C.5)


Career Ready Practices




76


Adjust reading level

Visual charts/clues

Highlight key words


Provide structured learning environment

Touch base with student often to make sure he/she is on track

Offer peer tutoring

504 Students

Provide peer tutoring

Set time expectations for assignments

Provide sensory breaks


Homogeneous grouping

Expand students’ time for reading

Allow flexible seating

Activities in the curriculum help develop life and career skills in all


















(CRP6.)














(CRP11.)

77



(CRP12.)



Unit Pre-Test

Daily Warm-Ups


Throughout Lessons

Modeling Activities

Simulations

Labs

Topic Quizzes






Career Education: STEM Career Series - “Cool Jobs: A World

Aglow” – After reading the article and completing the graphic

organizer, students create a digital poster in Google Slides for each

of the scientists profiled. (9.2.12.C.5)

English Language Arts/Literacy: Helium Discovery Blows

Away Shortage Worries (see below) (ELA RST.9-10.1, RST.9-

10.2.)

Math: Life Cycle Assessment of Biofuels 101(see below) (Math

MP.2, MP.4, HSN.Q.A.1, HSN.Q.A.2, HSN.Q.A.3)

Social Studies: Students will outline the Surface Mining Control

and Reclamation Act of 1977. (6.1.12.B.13.b),

Technical Subjects: Build and Test a Model Solar House, Power

Your House with Wind, Power Your House with Water (see

below) (8.2.12.C.7, 8.2.12.D.1)

Unit Resources






Resources

CK-12

Science World

Read Works


Exploring Earth

Bozeman Science








https://www.sciencenewsforstudents.org/article/cool-jobs-world-aglow


https://www.glbrc.org/outreach/educational-materials/life-cycle-assessment-biofuels-101








78






(8.1.12.C.1)










Evaluate ethical considerations regarding the sustainability of

environmental resources that are used for the design, creation

and maintenance of a chosen product. (8.2.12.B.1)

Analyze a product or system for factors such as safety,

reliability, economic considerations, quality control, and

environmental concerns. (8.2.12.C.3)

Use the engineering design process to devise a product or

system that addresses a global problem, provide research,

identify trade-offs and constraints, and document the process

through drawings that include data and materials. (8.2.12.C.7)

Design and create a prototype to solve a real world problem

using the engineering design process, identify constraints

addressed during the creation of the prototype, identify trade-

offs made, and present the solution for peer review.

(8.2.12.D.1)





79




Activities




HS-ESS3-2

Evaluate competing design

solutions for developing,

managing, and utilizing

energy and mineral resources

based on cost-benefit ratios.


Practices


Evidence

● Evaluate competing design

solutions to a real world

problem based on

scientific ideas and

principles, empirical

evidence, and logical

arguments regarding

relevant factors (e.g.

economic, societal,

environmental, ethical

considerations).

~ ETS1.B: Developing

Possible Solutions

● When evaluating

solutions, it is important to

take into account a range

of constraints, including





present/explain the



What is the best energy

source for a home?

How would I meet the

energy needs of a house of

the future?

~ Activities

● Solar Farm Cost-Benefit

Analysis

● Life Cycle Assessment of

Biofuels 101 (Math MP.2,

MP.4, HSN.Q.A.1,


ELA RST.9-10.3,

WHST.9-10.2)

● Evaluating Other Energy

Sources (Math MP.2,


10.3, WHST.9-10.2)

● Bioenergy Farm Game

~ Labs



Guided notes

Graphic organizers


entries


~ Solar Farm Cost-Benefit

Analysis - Students perform a

cost-benefit analysis for

different solar farm scenarios

that takes into consideration

ecosystem disruption impacts.

Students then design your own

solar panel farm that meets the

following constraints.

~ Life Cycle Assessment of

Biofuels 101 – Students

consider the life cycle energy

and carbon dioxide emission

costs of gasoline, corn ethanol,

and cellulosic ethanol.

Students trace energy and

matter through a complex

system and critically analyze

~ Daily Warm-Ups

~ Class Discussions

~ Solar Farm Cost-Benefit

Analysis

~ Life Cycle Assessment of

Biofuels 101 assessed by

rubric.

~ Bioenergy Farm Game

assessed by peer review.



~ CERs assessed by




~ Topic Quiz

https://www.teachengineering.org/activities/view/ncs-2011-solar-farm-cost-benefit-analysis

https://www.teachengineering.org/activities/view/ncs-2011-solar-farm-cost-benefit-analysis




https://www.nationalgeographic.org/activity/evaluating-other-energy-sources/

https://www.nationalgeographic.org/activity/evaluating-other-energy-sources/

https://www.glbrc.org/outreach/educational-materials/bioenergy-farm-game

80

cost, safety, reliability, and

aesthetics, and to consider

social, cultural, and

environmental impacts.


~ ESS3.A: Natural Resources

● All forms of energy

production and other

resource extraction have

associated economic,

social, environmental, and

geopolitical costs and risks

as well as benefits. New

technologies and social

regulations can change the

balance of these factors.


~ Influence of Science,

Engineering and Technology

on Society and the Natural

World

● Engineers continuously

modify these technological

systems by applying

scientific knowledge and

engineering design

practices to increase

benefits while decreasing

costs and risks.

● Analysis of costs and

benefits is a critical aspect

● Cookie Mining: Ore

Production & Cost-Benefit

Analysis (Math MP.2,


10.3, WHST.9-10.2ELA

RST.9-10.3, WHST.9-

10.2)

● Wind Patterns and

Hydropower in the

Desert?!

~ Informational Text ● Helium Discovery Blows

Away Shortage Worries

(ELA RST.9-10.1, RST.9-

10.2.)

graphical comparisons of

different fuels.

~ Evaluating Other Energy

Sources - Students analyze

various energy sources,

comparing the costs and

benefits of natural gas, coal,

biomass, nuclear, wind,

hydropower, and solar power

for generating electricity.

Students use real-world data to

evaluate the relative costs and

benefits of using different fuel

sources to generate electricity.

~ Bioenergy Farm Game –

Students take on the role of

bioenergy crop farmers trying

to earn a living while being

good environmental stewards.

In the process, players explore

the economic and

environmental tradeoffs

associated with growing

different bioenergy crops

(corn, switchgrass,

miscanthus, and native

grassland). The goal of the

game is to plant and manage a

farm so as to make money and

create positive environmental

https://www.teachengineering.org/activities/view/ncs-2031-cookie-mining-cost-benefit-analysis-analysis-profit



https://www.teachengineering.org/activities/view/ncs-2021-wind-patterns-desert-hydropowe



https://www.sciencenewsforstudents.org/article/helium-discovery-blows-away-shortage-worries

https://www.sciencenewsforstudents.org/article/helium-discovery-blows-away-shortage-worries

81

of decisions about

technology.

impacts while respecting

chosen values and goals.

~ Cookie Mining: Ore


Analysis – Students work as

engineers who are mining for

ore while keeping in mind the

cost of production.

As part of the lab report,

students complete a Profit-loss

statement and a Cost-benefit

analysis.

~ Wind Patterns and

Hydropower in the Desert?! –

Students practice analyzing

important location facts in

order to make decisions about

hydropower placement while

considering factors from

multiple points of view.

~ Helium Discovery Blows

Away Shortage Worries –

Students will complete a close

read assignment with

annotations.

HS-PS3-3






Guided notes

~ Daily Warm-Ups

82

Design, build, and refine a

device that works within given

constraints to convert one

form of energy into another

form of energy.


Practices



● Design, evaluate, and/or

refine a solution to a

complex real-world

problem, based on

scientific knowledge,

student-generated sources

of evidence, prioritized

criteria, and tradeoff

considerations.


~ PS3.D: Energy in Chemical

Processes

● Although energy cannot be

destroyed, it can be

converted to less useful

forms—for example, to

thermal energy in the

surrounding environment.



present/explain the


develop solutions to problems

such as:

Superstorm Sandy

devastated the New Jersey

Shore and demonstrated to

the public how vulnerable

our infrastructure is. Using

your understandings of

energy, design a low

technology system that

would ensure the

availability of energy to

residents if catastrophic

damage to the grid occurs

again

~ Labs

● Build and Test a Model

Solar House

● Power Your House with

Wind

● Power Your House with

Water


● Teen’s Invention Could

Help Light Up Bikes at

Night (ELA RST.9-10.1,

RST.9-10.2.)

Graphic organizers


entries


~ Build and Test a Model

Solar House – Students

construct and measure the

energy efficiency and solar

heat gain of a cardboard

model house.

~ Power Your House with

Wind – Students design two

prototypes of wind turbines

and test to see which works

best. Students decide where to

place wind turbines and the

advantages and disadvantages

of using wind power

compared to other non-

renewable energy sources.


Water – Students design

devices that use water to

generate electricity by

building model water turbines

and measuring the resulting

current produced in a motor.

Student teams work through

the engineering design process

to build the turbines, analyze

~ Class Discussions

~ Build and Test a Model

Solar House assessed by

rubric.


Wind assessed by rubric.


Water assessed by peer

review.



~ Topic Quiz

https://concord.org/wp-content/uploads/2016/12/activities/Model-Solar-House-v5.pdf

https://concord.org/wp-content/uploads/2016/12/activities/Model-Solar-House-v5.pdf

https://www.teachengineering.org/activities/view/cub_housing_lesson04_activity2




https://www.sciencenewsforstudents.org/article/teens-invention-could-help-light-bikes-night



83

~ Energy and Matter

● Changes of energy and

matter in a system can be

described in terms of

energy and matter flows

into, out of, and within

that system.

● Germs Power New Paper

Batteries (ELA RST.9-

10.1, RST.9-10.2.)

● Cool Jobs: A World

Aglow (ELA RST.9-10.1,

RST.9-10.2.)

the performance of their

turbines and make calculations

to determine the most suitable

locations to build dams.

~ Teen’s Invention Could

Help Light Up Bikes at Night

– Students read and discuss

the article in small groups

before summarizing the teen’s

invention.

~ Germs Power New Paper

Batteries – Students read and

annotate the article in a close

read assignment.

~ Cool Jobs: A World Aglow

– After reading the article,

students will complete a

graphic organizer to compare

the three all-natural methods

of producing light developed

by scientists.

RST.9-10.1













Current Events

STEM Career Series


~ Graphic Organizer

~ Article Summary


~ Graphic Organizer


assessed by rubric.



https://www.sciencenewsforstudents.org/article/germs-power-new-paper-batteries

https://www.sciencenewsforstudents.org/article/germs-power-new-paper-batteries




84

Informational Text


RST.9-10.2.





complex process,



of the text.







Current Events

STEM Career Series

Informational Text



~ Graphic Organizer

~ Article Summary


~ Graphic Organizer


assessed by rubric.



RST.9-10.3








~ Labs

Cookie Mining: Ore


Analysis

Build and Test a Model

Solar House

Power Your House with

Wind

Power Your House with

Water

~ Lab Reports

~ Model / Prototype Designs



~ Models and Prototypes


rubrics

WHST.9-10.2






~ Lab Reports

Cookie Mining: Ore


Analysis

~ Lab Reports




environmental science - city of burlington public school ... 7 through 12 curriculum...

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